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Task 2: Catering for Diversity

One-on-One Interview

Reflecting upon my development throughout my practicum placements I have observed one- on-one interview as an adequate diagnostic assessment, evaluated against a clear and concise rubric. The assessment was used to evaluate Year 1’s mathematical capability, at the start of the year to identify student’s prior knowledge and at the end to evaluate their progress. The assessment also addressed aspects of standard five in the AITSL standard (AITSL, 2014). Standard 5.1 was achieved because it is based on gaining an understanding of assessment methods to assess learning, through extending my knowledge and experience on diagnostic assessments in the classroom (AITSL, 2014).

Task 2: Catering for Diversity One - on -One Interview Reflecting upon my development throughout my

Image 2. A section of the One-on-one interview used to assess Year 1 student’s mathematical ability.

Interview assessments are specifically effective, supplying educators with an understanding of students “conceptual understanding, procedural fluency, strategic competence, adaptive reasoning and productive disposition” (p. 1), assisting teachers to determine specific difficulties facing the student (Clarke, Mitchell & Roche, 2005) (Woolfolk & Margetts, 2013). Addressing Standard 5.4, based on the ability to interpret an assessment, to determine the learner’s knowledge. Testing learner’s prior knowledge

is essential to assess student’s conceptual understanding in order to plan effective lessons, increasing student’s development (Clarke et al., 2005).

This form of diagnostic assessment is inclusive to all students, giving learners who are not literate in reading and writing an opportunity to express their knowledge and succeed through verbal communication and active participation (Clarke et al., 2005). Students who particularly have a conceptual understanding of a concept but are unable to express their understanding through reading and writing (Clarke et al., 2005). This achieves School Curriculum and Standards Authority [SCSA], principle 3, as the assessment is fair and accommodates students who are not literate in reading and writing (School Curriculum and Standards Authority [SCSA], 2014). The content included differentiated instruction and materials to cater for all students no matter their ability (Foreman & Arthur-Kelly, 2014, p. 173). The teacher also had a more challenging interview questionnaire sheet aimed at a higher year level. Competent students who could answer the topic questions fluently and without difficulty moved onto specific questions on the more challenging questionnaire. Therefore the interview assessment is inclusive and caters for diversity through the adaptability of skill levels and learning styles.

is essential to assess student’s conceptual understanding in order to plan effective lessons , in creasing

Image 3. The rubric used to assess the one-on-one interview against.

History - Timeline

A summative assessment conducted in my professional placement was based on making a timeline for history, in Year 3. Summative assessments are assessments teachers’ use at the end of a learning activity or topic, to evaluate a learners final understanding (Whitton, Barker, Nosworthy, Sinclair & Nanlohy, 2010, p. 126). The timeline activity required learners to plot given facts of their school and Australian history, in sequential order. Students were given significant historical events, which took place in Australia and at their school, to date and put in chronological order on a timeline. Once learners created a timeline and added the given points they were then encouraged to plot other events. The timeline was marked against a rubric formed through the Australian Curriculum to evaluate a student’s ability to plot events and dates in chronological order. Students also completed a peer evaluation by using sticky notes to evaluate others work to identify areas of strength and an aspect they could improve on.

History - Timeline A summative assessment conducted in my professional placement was based on making a

Image 4. Timeline used in a Year 3 History class, focusing of sequencing and plotting historical events onto a timeline.

When considering the professional learning this activity demonstrates the content of standard five, Assess, provide feedback and report on student learning, Standard 5.1 focuses on understanding the assessment strategy to evaluate learner’s development

(AITSL, 2014). In my experience I have begun to achieve this through building on my knowledge of how to conduct and assess a summative assessment, to identify a student’s development. Standard 5.4 covers the ability to evaluate student’s work and modify teaching practices (AITSL, 2014). I have improved in this descriptor by using a rubric to assess my teaching and the learning of students. Images were used to express historical events as well as written text, this allowed for students who are not literate to express their conceptual understanding. The timeline also catered for a diverse range of abilities offering the opportunity for students to add more detail, include more events and dates to the timeline. Competent students were able to correctly place given events onto the timeline and add relating facts to their assessment piece.

Running Records

In my first professional placement with a class of Year 3 girls, I observed Running Records as an effective formative assessment. The formative assessment evaluates a student’s conceptual knowledge and development throughout the learning process (Readman & Allen, 2014, p. 82). The running record, Image 5, was used to assess a student’s ability and competency to read, using strategies and fluency (Shea, 2012). This assessment related to SCSA principle 1 of assessment because the teacher was valuing this assessment in the teaching and learning process (SCSA, 2014). Running records is a prevalent and successful assessment of and for learning, in this particular experience it was used mainly for learning (Readman & Allen, 2014, p. 56). By regularly assessing students with this consistent and efficient approach, teachers can make observations and differentiate instruction to cater for all individuals (Shea, 2012, p. x, 4). Through this process the educator can identify students strengths, weakness and competency in reading, used to group students (Shea, 2012, p. x).

Running records is an authentic assessment evaluating a student’s ability to respond to oral instruction, using materials provided, to identify and better understand a students conceptual knowledge and misconceptions (Shea, 2012, p. 4). Running records gives students differentiated instruction assisting to cater for students with different needs (Shea, 2012). It also provides another means of assessment, which does not involve written assessments (Readman & Allen, 2014).

The assessment task, covers aspects of AITSL standard five, based on assessment and reporting students progress. Standard 5.1 was further progressed as it gave me the opportunity to deepen my knowledge on formative assessments and how to apply it in the classroom (AITSL, 2014). Standard 5.3 was also addressed in this assessment due to the task being regularly conducted, to compare and monitor the students reading capability and group them into ability groups throughout the year (AITSL, 2014). In addition Standard 5.5 was addressed as my mentor teacher used this formative assessment as evidence displaying a track of the students reading capability (AITSL, 2014). This was used in specific teacher parent interviews, particularly with less competent students.

Image 5. Running Record assessment frequently conducted on practicum in a Year 3 class.

Image 5. Running Record assessment frequently conducted on practicum in a Year 3 class.