Helen Hardy

Standard 5 – Assess, provide feedback and report on student learning.

5.1 Develop, select and use informal and formal diagnostic formative and summative assessment strategies to assess student learning.

Upper and lower case letter sort. Students write upper or lower case letters on white boards which provides an ongoing assessment. Students complete a worksheet which provides a final assessment.

Students make shapes using pencils, straws and matchsticks then complete a work sheet which gives a final assessment.

Frequent words. Students write frequent sight words on whiteboards which provides an ongoing overview of progress. As a final assessment students complete a sheet.

Ongoing observations provide a snap shot of learning and the data is used to determine areas that need to be revisited and differentiating that needs to take place.

Assessment overview enables me to take continuous observations.

5.2 Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.

Conferencing is undertaken with each student during learning. Learning goals are displayed using WALT, WILF and TIB. Students then undertake learning experiences and I rotate around the room providing encouragement, reminders to meet personal learning goals such as finger spaces, staying on task etc and giving feedback. Students can then use the Bump it Up wall to determine their progress.

The pencil check list is located on the desk of all students so they can assess their own work to determine if they have met the writing goals. Feedback is appropriate to the task and constructive such as reminding students to leave finger spaces, write on the line or from left to right. During maths, students are observed and each student has the opportunity to demonstrate their learning – feedback will highlight their strengths and also remind them to use strategies such as counting on.

Students also receive stamps, stickers, high fives and the opportunity to take their work to different educators in the school to share their learning.


5.3 Understand and participate in assessment moderation activities to support consistent and comparable judgement of student learning.

Part of planning with the Kindergarten team is to develop assessments which are undertaken by both kindergarten classes. The assessments are then moderated and assessed by a predetermined scale to ensure that fair judgements are made.

The work of the students in each class is grouped according to the levels determined during the assessment planning stage. All of the work is then checked and arranged to ensure that we have the same standard for beginning developing achieving and excelling. This information can then determine how we proceed, provide support, and report.


5.4 Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.

Each term all student data is added to the assessment tracker. Using the tracker provides an overview of student progress. From the information gained students can be identified as requiring additional support or extension. Growth in reading levels, Sena, letter recognition as well as key learning areas can be observed at any stage to ensure progress. The information also informs reporting.


5.5 Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records.

Fair and accurate feedback in reporting to parents. Giving positive feedback as well as areas identified as needing attention.