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Standard FIVE – Assess and Report constructively on student learning.

Teachers apply professional knowledge and understanding of learners, the curriculum and teaching and learning to:P5.1  establish learning goals and assessment requirements that meet relevant school, authority and employer policies, curriculum frameworks and students’ prior experience and learning needsP5.2  communicate and, where appropriate, negotiate learning goals and assessment requirements (including modes, criteria, grading systems and reporting) with colleagues, students, families and caregivers

P5.3  use multiple ways and varied sources of gathering evidence for making judgements about student learning and, where possible, provide opportunities for students to demonstrate and reflect on this evidence and evaluate their own work

P5.4  provide students with constructive and timely feedback on their learning, and encourage students to use feedback and self-assessment strategies to monitor their progress toward personal learning goals

P5.5  provide additional support for students and/or adjustments to assessment procedures, where needed, to allow students multiple ways of demonstrating their learning

P5.6  implement and review a variety of approaches, including the use of ICT, to effectively monitor, assess, document and report on learning

P5.7  prepare information on student performance and use this to communicate and report student progress to parents, caregivers, certification authorities and other stakeholders through school reporting arrangements

P5.8  use assessment data and information about students to guide program planning and review curriculum choices, teaching practices and assessment and reporting strategies

P5.9 participate in assessment quality assurance processes, such as moderation activities that affirm consistency of teacher judgement, to maximise the quality, consistency and comparability of assessment outcomes.


Teachers know and understand:

K5.1  the characteristics, uses, advantages and limitations of different assessment techniques for supporting and evaluating student learning, including the development of higher-order thinking skills

K5.2  the principles of valid, fair, flexible and authentic assessment

K5.3  techniques for identifying and developing assessment criteria and appropriately communicating these to students, colleagues, supervisors, families, caregivers and stakeholders

K5.4  school, employer and authority policies and procedures (including scoring and grading systems) for assessing and reporting on student progress to families, caregivers and certification agencies

K5.5  the ethical responsibilities of teachers in assessment and reporting

K5.6  ways of using assessment data to evaluate student learning and review teaching and assessment practices

K5.7  how to use ICT to access, manage and report information on student learning

K5.8  assessment quality assurance strategies, such as moderation, and their role in ensuring the quality and consistency of assessment outcomes

K5.9  different assessment modes, including formative, summative, descriptive and negotiated assessment, their strengths and limitations, and how they potentially favour or hinder different learning styles

K5.10 ways of assessing, interpreting, and reporting on student learning that reflect the ongoing and evolving nature of learning.


Teachers are committed to:

V5.1  using assessment for learning as well as assessment of learning

V5.2  viewing students’ strengths and weaknesses as opportunities for learning

V5.3  applying ethical assessment practices and ensuring the confidentiality of student assessment information

V5.4 working collaboratively with colleagues in quality assurance procedures.

The Vocational Assessment course (3143VTA) provided knowledge and rigorous practice of designing and implementing assessment. It demonstrated that extensive analysis and planning is required to successfully assess both students and the learning environment itself. I designed assessment at the same time as the learning activities, creating appropriate, fair, high quality assessment.The Core Vocational Teaching course (3231VTA) gave practice in identifying and establishing learning and assessment goals and providing support for students in the classroom. The Advanced Vocational Teaching course (4231EBL) gave practice in the full range of teaching activities through teaching practicum and designing of flexible courses.The literacy at work (3012VTA) and literacy research project (4163EBL) provided me with skills to conduct and report on observable classroom activities. It involved recording learning events and analysing them in terms of skills and knowledge required.

Learning theories were introduced in the expertise and development course (3013VTA), giving me the chance to understand behavioural, cognitive and social aspects of learning. These theories were used to analyse the strengths and limitations of cognitive learning in certain learning areas and instructional approaches.

The Inclusive Teaching course (3142VTA) gave practice at establishing realistic learning goals that met the requirements of the various stakeholders in education in an ethical and inclusive way.

The Curriculum Development (4141EBL) introduced the concepts of intended, enacted and experienced curriculum, allowing me to analyse the relationships between the intents and implementation of leaning goals. What the assessment and reporting of the different parties involved was explored and models used to design and enact the provision of assessment within education were analysed and used.

The Teaching Literacy and Numeracy (4162VTA) gave practice in gathering information on student capabilities and progress in both the classroom and individual student.

The Advanced Tech Studies (4231EBL/1004INT) showed the value of reviewing my own approaches to planning, teaching and assessment.

The Instructional Design course (4143) used theoretical foundations to creating learning goals, assessing student progress and assessing the methods of teaching and assessment used.



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