ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING
Reporting
Gathering important information on students' progress, learning and behaviour
Formative assessment: Year 10 fitness components
Assessment, both formative and summative is vital in monitoring student progress and to assess if personal teaching strategies have been successful. Throughout the course of a unit I will take opportunities to assess student progress formally and informally. For example, with a group of year 10 students I wanted to assess their learning on fitness components. I first tested the students on their knowledge prior to any learning taking place. After a couple of lessons referring to different fitness components in both practical and theory lesson I tested the students knowledge once again to see if learning had occurred. Below is an example of one student's work including the pretest on the left and the second test 2 weeks later. Although there was no set learning task created to teach fitness components to students, the regular references and discussion in class indicated learning. I would then continue to test students as the topic progressed to monitor their learning and to assist in developing my teaching methods.
Summative assessment: Year 7 minor games
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Marking and Moderation
During my time at Lyndale Secondary College, I had the task of marking 24 year 8 common assessment task (CAT's) on illegal drugs. The CAT's were set as a formal summative assessment and were taken under test conditions. The CAT was administered by myself and collected at the end of the lesson to be marked. After marking the CAT's I was required to complete moderation with two other teachers. This was done by swapping 2 marked CAT's and remarking them to confirm the grading system was consistent. After this process I was required to upload the student grades onto compass (online school system), and return the students CAT's back in class.
Feedback in the moment
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As a PE teacher 'Feedback in the moment' is a phrase often used. It is important students are given maximum opportunity to participate in physical activity during their PE lessons, therefore feedback must be quick and effective. It can also be referred to as informal assessment. For example, during a game in PE such as basketball, I may stop the students mid game to have a quick discussion about what is working well and what could be done better. During this time I do not give the students the answers but I will ask them questions such as;
>What is working well?
>What could be done better?
>How will you do this?
The use of questioning throughout the game allows me to assess the students informally.
>What is working well?
>What could be done better?
>How will you do this?
The use of questioning throughout the game allows me to assess the students informally.