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EVIDENCE FOR STANDARD 5

The following evidence provided are from sections of multiple assessment documents assessed up against standard 5.
The assessment pieces consists of different ways that I have catered for assessing a range of students. The first piece of
evidence describes assessment for learners in a general term based on particular learning areas. In comparison the second
lots of evidence gives specific examples of assessment strategies for diagnostic, formative and assessment piece given
during a science unit (5.1). Other assessment items will show demonstration of providing simple feedback to students
on their learning (5.2), make consistent and comparable judgements (5.3), interpret student data (5.4) and report on
student achievement. Other evidence provide against standard 5 includes specific data received on prac during a
development workshop for educators of a school to reflect on data and implement strategies into the classroom based on
the findings.

This example of work


taken from a science
lesson plan and
generalises
assessment strategies
and activities. This
shows specific
examples of
assessment strategies
given during a
science unit (5.1).
EVIDENCE FOR STANDARD 5

This example of
work taken from a
science lesson plan
and specifically
states reason for
the diagnostic
assessment for the
lesson and activity.

This example of work


taken from a science
lesson plan and
specifically states
examples of strategies
and activities for
formative assessment.

This example of work


taken from a science
lesson plan and
specifically states
examples of strategies
and activities for
summative assessment.
EVIDENCE FOR STANDARD 5

The evidence below is a range of student data from a prep year level given to educators during a workshop
at a staff briefing afternoon at Our Lady of the Way Catholic School. This was something I obtained during a
prac experience. During this briefing staff were to participate in active workshops of interpreting data and
then brainstorm ideas on how to effectively plan for the discussion of data. This supports the Australian
Institute of Teacher and School Leadership standard of interpreting student data (5.1).

This first piece of evidence shows data on prep behaviour during the year. This is broken into minor and
major incidents that educators report when they occur. From this graph, there is a steep decline in minor
behaviours in the school. This is data taken into consideration when planning for behavioural strategies.
The rest of the data shows minor behaviours (in blue) in comparison to major behaviours (red) report in the
school environment.

During the workshop educators where to analyse and interpret the data to strategize new learning
techniques into the classroom when working with behaviour. Each group was split up into year level groups
to analyse their corresponding year level data.

In the first graph, the highest minor


behavioural issues recorded where
during the English sessions when
learning. It was theorised that this is
occurring due to English being a major
focus and taking up a majority of
learning during the day. Strategies that
where planned based of this included:

More movement breaks for


preps (so getting them up and
moving after a long period of
siting down)
Breaking up the English block
instead of an hour maybe 2 half
hour trials
More engaging activities
(English rotations).
EVIDENCE FOR STANDARD 5

This piece of evidence shows minor behaviours report based on times during the day. From the data it was seen that
10am was a time that a majority of behaviours where reported. Another time recorded with the majority of
behaviours reported was 1 and 2 pm. This data was analysed and behavioural aspects that were found was that
around 10am the preps are getting hungry ready for munch and crunch at 10:15 after the morning session before
outdoor play and morning tea. A strategy to implement in the class for 10am:

Moving munch and crunch to 10am (15minutes prior to normal time)


At 1pm just before second break children can have a movement break in between the middle session. (gives
children a break from sitting down for long periods of time)
At 2pm children do silent reading after coming in from lunch to quiet down
Keep activities engaging for children to stay engaged

This might reduce the data recorded at that time as children are getting hungry and restless. Children need to be
engaged in their learning to continue to stay engaged and pay attention.

These strategies that where theorised then where implemented in the classroom to trial. The next set of data will be
collected in the following month for fellow educators to implement into their classroom to see if the new strategies
make a difference to the data.
STANDARD 5.5 REPORT ON STUDENT ACHIEVEMENT
These strategies have
Australian since been
Institute implemented
for Teachers into the
and School classroom.
Leadership This complies
standard with and shows
5.5 incorporates evidence
educators to based on
standarddemonstrate
5.3 and 5.4 ofunderstanding
the AISTL standards.
of a range of strategies for reporting to students, parents and carers
and the purpose of keeping accurate and reliable records of student achievement. This particular
standard does not have sufficient evidence to include into this portfolio. I have not had the chance
to report on students and a range of strategies fir reporting to give to parents and carers as all the
collection I have done previously on students is for my own prac folders. Although I have not met his
standard, I believe by gaining a better experience during reporting time in the classroom and
through the extension in my professional develop plan, standard 5.5 will become a focus for myself
personally to work on.
EVIDENCE FOR STANDARD 5