As you will notice my artefact demonstrates my evidence in attainment of focus area (5.1.1): ‘Demonstrate understanding of assessment strategies, including informal and formal diagnostic, formative and summative approaches to assess student learning’ as well as, focus area, (5.4.1): Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice (AITSL, 2017).

 

Accordingly, the artefact I have chosen to support the focus areas is a University assessment task where I was to implement the SENA test to a Kindergarten student and a year 2 student. Assessment plays a crucial role in improving student learning, and it only serves a purpose if it is evaluated and used constructively (OECD, 2013). Throughout this assessment, I used informal methods of assessment such as observation and teacher questioning which enabled me to interpret the student’s responses, and make informed judgements on the learning progress. Consequently, this assessment allowed me to interpret student data as it gave me the potential to record, manage and investigate questions about students and teaching practices. The data was analysed confidently and competently, which provided me a bigger picture of the student achievement by evaluating where they sit in their learning.  I was given the opportunity to discover the best way for the learners to become successful and progress. Thus, interpret this data to not only inform my future teaching but to suit the audience (other teachers, parents or students). Interpreting the student data was necessary to ascertain knowledge about students learning and know the direction of the students learning. The distinctive forms of assessment in 5.1.1 are required to be used in conjunction in order to have a detailed understanding of where the students learning journey needs to go.

 

As a teacher, I believe it is imperative to use a range of assessment methods in the classroom for students to reach their fullest potential. Thus, I will strive to continue to translate student assessment data to evaluate their progress and modify my teaching practices. Adapting and modifying my planning and teaching in the future will ensure it is relevant, based on what the students know and need to know, for them to achieve the required learning outcomes and become successful learners (Tomlinson, 2005). Through this, ‘No child gets left behind in my eyes’.

 

 

 

Word count: 330 words (Without the AITSL standards and focus areas written in full).