The teacher education student demonstrates 5.1.1 ‘Graduate exceeds’ through:
G: The goal for this teacher education student is 5.1.1.
R: The teacher education student has exceeded 5.1.1 at graduate level.
O: What specific mentoring strategies could you employ with this teacher education student to help her move towards ‘Proficient’ 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 her achieve this goal?
G: To demonstrate understanding of assessment strategies, including informal and formal diagnostic, formative and summative approaches in order 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.