Assessment forms an integral part of both education and real life, assessment of understanding, peer feedback, and self-assessment form a central part of social processes and therefore mediate the development of intellectual abilities, construction of knowledge, and formation of a students' identity (Shepard, 2000). Assessment of learning also provides a metacognitive awareness for the student and creates accountability for pedagogical strategies and curriculum policies. Metacognitive awareness does not necessarily require summative assessment. In relation to assessment, the literature emphasizes the importance of providing students with constructive and well-timed feedback. Hattie and Timperley (2007) explain that for feedback to be effective,
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Assessment approaches to assess student learning includes, diagnostic, formative and summative (AITSL, 2011). During my practicum at William Ross High School, I implemented both formative and summative assessment (see attached artefacts for examples). In addition, informal forms of feedback were included into each lesson wherever possible (see artefact 2 SBTE comments for examples). Furthermore, in accordance with APST standard 5.2 Provide feedback to students on their learning, informal feedback and formative assessment were implemented. Both forms of feedback also addressed the questions highlighted by Hattie and Timperley (2007). According to Hattie (2012) formative evaluation refers to any activity used as an assessment of learning progress before or during the learning process itself. Therefore, formative assessment was used to provide the students with their current level of understanding of the topic. In addition, I was able to provide feedback to each student addressing how or where to improve to reach the expected goals. For example, in artefact 1 formative feedback, not RHS use AAA, now as the triangles are similar we can use a ratio to work out side …show more content…
Therefore, summative assessment was used at the end of the unit to identify student progress on a learning continuum. In the provision of feedback on this particular task it is paramount that judgements are consistent and comparable (5.3 AITSL, 2011). The main objective of the assessment in this unit was to provide valuable feedback to the students’ and forms part of the cumulative information on which levels of achievement in the area of geometric reasoning are determined. The assessment design assesses the mandatory aspects of the syllabus’ general objectives of Knowledge and procedures, Modelling and problem solving, and Communication and justification and meets the requirements of all objectives equally (Queensland Cirriculum & Assessment Authority, QCAA
Assessment approaches to assess student learning includes, diagnostic, formative and summative (AITSL, 2011). During my practicum at William Ross High School, I implemented both formative and summative assessment (see attached artefacts for examples). In addition, informal forms of feedback were included into each lesson wherever possible (see artefact 2 SBTE comments for examples). Furthermore, in accordance with APST standard 5.2 Provide feedback to students on their learning, informal feedback and formative assessment were implemented. Both forms of feedback also addressed the questions highlighted by Hattie and Timperley (2007). According to Hattie (2012) formative evaluation refers to any activity used as an assessment of learning progress before or during the learning process itself. Therefore, formative assessment was used to provide the students with their current level of understanding of the topic. In addition, I was able to provide feedback to each student addressing how or where to improve to reach the expected goals. For example, in artefact 1 formative feedback, not RHS use AAA, now as the triangles are similar we can use a ratio to work out side …show more content…
Therefore, summative assessment was used at the end of the unit to identify student progress on a learning continuum. In the provision of feedback on this particular task it is paramount that judgements are consistent and comparable (5.3 AITSL, 2011). The main objective of the assessment in this unit was to provide valuable feedback to the students’ and forms part of the cumulative information on which levels of achievement in the area of geometric reasoning are determined. The assessment design assesses the mandatory aspects of the syllabus’ general objectives of Knowledge and procedures, Modelling and problem solving, and Communication and justification and meets the requirements of all objectives equally (Queensland Cirriculum & Assessment Authority, QCAA