The teacher education student demonstrates 5.1.1 ‘Working towards graduate’ through:
The students have difficulty completing the activity, partly due to a lack of preparation of their speeches and partly due to a lack of clear directions about the specific feedback questions from the teacher. However, in designing this task, the teacher shows good application of assessment theory, particularly an ‘Assessment for Learning’ approach and the students would have developed some awareness of how they will be assessed.
G: The goal for this teacher education student is 5.1.1.
R: The teacher education student is working towards 5.1.1 at graduate level.
O: What specific mentoring strategies could you employ with this teacher education student to help him move towards ‘Graduate achieved’ for 5.1.1?
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 him achieve this goal?
G: To demonstrate understanding of assessment strategies, including informal and formal diagnostic, formative and summative approaches to assess student learning and to move up on the 5.1.1 graduate continuum.
R: Which level of the graduate continuum are you currently at for 5.1.1? Refer to recent feedback you have received.
O: What specific actions could you take to improve your understanding and use of assessment strategies to assess student learning?
W: What is your next step in improving your understanding and use of assessment strategies to assess student learning? Try to formulate a specific goal.