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PhD (Arts Ed), MTeaching, MMus (Perf), BMus, BMedSci (Hons)
DipModLang (German), ZMP (German) DELF B2 (French), Churchill Fellow
Standard 5
Assess, provide feedback and report on student learning
5.1 Assess student learning
PROFICIENT: Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
ANNOTATION AND EVIDENCE
The evidence for this focus area consists of an example of each of diagnostic (5A), formative (5B) and summative (2B and 3G) assessments.
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Diagnostic. Artefact 5A (upper right): At the beginning of Term 3, when several teachers arrived mid-year, in Year 11 French B we gave the students a writing task. The table to the left shows a collection of common misunderstandings, which I explained in the document, and which the students could study and apply to their own writing in class, "Common Misunderstandings", and which also informed our subsequent lesson plans.
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Formative. Artefact 5B (lower right): In Year 9 all the students had to recite a poem (informally) at the end of Term 3 (and then again at the end of Term 4). The pronunciation difficulties students displayed in Term 3 helped us select sounds to teach and focus on for Term 4.
Summative. Artefacts 2B and 3G show a formal assessment task and a sample of student work respectively. See standards 2 and 3 for these artefacts.
5.2 Provide feedback to students on their learning
PROFICIENT: Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
ANNOTATION AND EVIDENCE
See Artefact 3G, which is an example of student work showing teacher feedback in the form of highlighting, which is accompanied by a correction key.
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Artefact 1F also shows a unit of work and assessment task that has been individualised for a student to address specific issues identified by assessment data.
5.3 Make consistent and comparable judgements
PROFICIENT: Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning.
ANNOTATION AND EVIDENCE
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Artefact 5C (right) is an example of email correspondence (with student details de-identified) showing my participation in assessment moderation activities. This example pertains to a Year 9 speaking exam in German.
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Artefact 5D (below) is an assessment rubric that I created for one unit of the curriculum I created for year 10 French at IES College.
5.4 Interpret student data
PROFICIENT: Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.
ANNOTATION AND EVIDENCE
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Two pieces of evidence illustrate this focus area. The first is 5E (upper right), a photograph of the data wall in the language acquisition department staffroom, where we have a photograph of every student in the school accompanied by a term grade grid. Students are organised by IB grade (that is from 1 to 7). In addition, arrows are drawn on the whiteboard to indicate whether the student is improving or falling behind.
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Artefact 5F (lower right) shows an excel spreadsheet with conditional formatting. It indicates the breakdown of marks in a single assessment piece, organised by topic or skill. Conditional formatting allows me to see at one glance which students are struggling and in what area of the course, and what help they may need.
5.5 Report on student achievement
PROFICIENT: Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records.
ANNOTATION AND EVIDENCE
See Artefact 3L which shows a PDF I prepared for parent-teacher interviews and emailed to every parent (of a student studying French) with whom I spoke.
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See also Artefacts 7B and 7C, which are de-identified records of engagement with parents and carers via email, demonstrating constant engagement regarding student achievement.