Teaching Portfolio: Assessment Philosophy

1664 Words4 Pages

Teaching Portfolio: Assessment Philosophy by Mirjana Vrankovic, pre service teacher

Mindset and Values
As a pre service teacher undertaking the study of theoretical approaches of Teaching along with experience from practicum placements, I understand the importance of providing ongoing assessment for my students and for my own professional learning. As a graduate teacher I understand the need to demonstrate Australian professional Standards for Teachers standard five: Assess, provide feedback and report on student learning as a professional requirement (Australian Institute for Teaching and School Leadership [AITSL], 2014). My view is that learning and assessment are interlinked as a daily ongoing practice. I feel it …show more content…

The Australian Curriculum, Assessment and Reporting Authority [ACARA], describe the content and the achievement standard that each Year level is required to achieve for the purpose of monitoring student progress (ACARA, 2012). This is underpinned by the standard “5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning”. As a pre service teacher, I have been involved in delivering many diagnostic and formative assessments throughout my practicum such as observations, explicit feedback, peer feedback, questioning, written and oral activities. Therefore my assessment practice will continue to include assessment for learning known as formative assessment and assessment of learning known as summative …show more content…

My Year two class were learning about a new mathematics strategy. I was modelling the concept to them and observed that many students had not grasped the concept. I discussed with the students about what they were struggling to understand and as a result of their feedback, responded by changing my teaching strategy accordingly. I have also demonstrated standard 5.5 - Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement (AITSL, 2014). In my practicum placement in 2015 I was involved in assessing the students in reading, spelling, writing and mathematics. I was involved in evaluating and recording reading benchmarks, school mathematics competency level, evaluating weekly homework and the marking of spelling and writing tasks for the purpose of summative

More about Teaching Portfolio: Assessment Philosophy

Open Document