Assessment booklet
CONTEXT
- The teacher education student is in the first year of a Master of Teaching degree.
- The teacher education student is completing her second teaching placement.
- This assessment booklet is an example of learning sequences that have been developed using assessment information for Year 8 students.
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
EVIDENCE ANNOTATION
The teacher education student demonstrates 2.3.1 ‘Graduate achieved’ through:
- Developing different types of assessment items which show clear links to the curriculum.
- Creating assessment criteria and marking rubrics to assess student knowledge and skills for this particular topic.
- Clarifying the connection between assessment, curriculum and learning outcomes.
G: The goal for this teacher education student is 2.3.1.
R: The teacher education student has satisfied 2.3.1 at graduate level.
O: What specific mentoring strategies could you employ with this teacher education student to help her move towards ‘Graduate exceeds’ for 2.3.1?
W: What is the next step you would negotiate as a goal for this teacher education student? What will you do as a Mentor to help her achieve this goal?
G: To use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans and to move up on the 2.3.1 graduate continuum.
R: Which level of the graduate continuum are you currently at for 2.3.1? Refer to recent feedback you have received.
O: What specific actions could you take to use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans?
- Could you design a learning program using knowledge of your students’ achievements?
- Could you use differentiated assessment and use evidence of student learning to design future lessons?
W: What is your next step in using curriculum, assessment and reporting knowledge to design learning sequences and lesson plans? Try to formulate a specific goal.