Focus Areas

• Uses strategies to learn some of the differences within the group of students e.g., observation, discussion with Mentor, establishment of prior learning, assessment data
• Lessons are written and delivered with attention to catering for the range of the learning styles of students by using a range of activities
• Shows awareness of the use of inclusive language and strategies and implements these

Description

When I started my placement, students of my Year 8 Geography class were working on their CAT (Common Assessment Tasks) assignments, designed by my Mentor. CATs are a summative assessment tool and their results are being recorded in the Compass system, as school’s policy mandates (Slider 5.1). In order to meet standards 5.2, 5.5 and 2.3, I observed two of the three assessment parts, which were on the topic of landforms and landscapes and consisted of a test and the creation of a persuasive poster for raising awareness on Brighton beach. Together with my Mentor, I evaluated my students’ work and marked it using rubrics (Picture 5.1). When the assignments were concluded, I uploaded the rubric with the results and their marks in Compass (Slider 5.2). I also provided them with an overall feedback, which proved to be an important element of the learning experience for them, because it helped them comprehend the factors involved in their grading and made them reflect on areas to improve (Churchill et al., 2016). During this experience, I also focused on understanding how students on ILPs or with low literacy competence should be evaluated. Following my Mentor’s guidance, I adjusted their CATs to align them with their ability level. Furthermore, in my Year 7 German class, I assisted my Mentor in evaluating the students’ speaking task (Pictures 5.2, 5.3), which was also part of their formal assessment.

References

Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., Moss, J., Nagel, M. C., Shaw, K., Ferguson, P., Nicholson, P., & Vick, M. (2016). Teaching : making a difference. Milton, QLD: Wiley.

Evidence Artefacts

Slider 5.1: School policy regarding CAT assignments and their documentation.

Picture 5.1: Rubric I used to evaluate students’ work.

Slider 5.2: Screenshots of the recording of the marks in the Compass system and the feedback I provided to students.

Picture 5.2: Comment of my Mentor in Year 7 German class, showing that I participated in the speaking assessment.

Picture 5.3: Rubric I used when assessing students’ performance in their speaking assessment in Year 7 German class.