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Assessment and Reporting

Assessment and Reporting

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Assessment and Reporting

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  1. Assessment and Reporting By: Ferdousi Anis

  2. PROFESSIONAL PRACTICE 6Graduate teachers plan, program and assess report for effective teaching

  3. 6.1 Graduate teachers use their developing knowledge of students, content and pedagogy to establish clear and achievable learning goals for their students. ➣The lesson was planned to meet students needs (to provide the students with opportunities to develop vocabulary and enhance writing skills). ➣ Integration of the relevant content of the curriculum. ➣ Activity sheets prepared according to the students’ needs. ➣ Formative assessment done during the lesson. ➣ Summative assessment done after completing the topic. ➣ Teaching methods involved brainstorming for ideas, class discussion, individual/group/pair work  to bring variation, reduce monotony and motivate students . ➣ Provided both oral and written feedback establishing achievable goals for each student. ➣ Talked to students about areas they were struggling with and provided one to one support.



  6. 6.2 Graduate teachers plan and document the use of activities, resources and materials to provide meaningful learning opportunities for students ➣ A range of activity worksheets has been used to make learning interesting and motivating for the students. ➣ Developed worksheets to enhance students knowledge of poetic devices. ➣ Chose a poem with an ironic title , “Homecoming”, to get students engaged and think about the theme. ➣ Use of whiteboard. ➣ Use of handouts/text book.

  7. 6.3 Graduate teachers know how to monitor student engagement in learning and begin to maintain records and report on student learning ➣ Used concept maps to determine what students already know and have learned. ➣ Knew which student/s required assistance with learning and those who can work on their own. ➣ Walked around the class to check understanding and monitor student doing their task. ➣ Was aware of the students’ level of achievement. ➣ Made note of student/s struggling with concepts and prepared separate assessment task on poem (‘The Wind is Angry’) for low achieving student. ➣ While marking, provided constructive feedback and reinforcement on tasks. ➣ Recorded results in Mentors chronicle.

  8. Assessment Task 1 Dawn Sounds The ragged, tablecloth morning shaking out leaves and twigs. These sounds: a dull pulse of cicadas, coming and easing like a headache; White cockatoos, metal scrapped on the cold metal air, the duster flap of their wings; kookaburras loud as heavy rain drumming and quickly gone; Quiet magpie crooning. And light like a magician’s trick, suddenly over the bed. John Foulcher

  9. 6.4 Graduate teachers can select, document and implement the approved curriculum to assess student learning effectively, to provide feedback to students and to inform further planning of teaching and learning. ➣ Created lesson plans keeping in view the curriculum outcomes and catering to student need. ➣ Reflected on the lesson plans and Learning Management Plan and created learning materials according to students’ strengths and weakness. ➣ Used different assessment methods (written and oral response) to assess students’ learning. ➣ Identified student/s’ need through assessment and use this information in planning lessons and adjusting/modifying teaching methods to further student’s learning. For example, as a whole class analyse a poem (‘The Daffodils’) through discussion and writing a summary using TEEL method, providing feedback while correcting, then analysing another poem individually (‘Homecoming’) using the TEEL method again.

  10. Analysing Poems Homecoming All day, day after day, they’re bringing them home,they’re picking them up, those they can find, and bringing them home,they’re bringing them in, piled on the hulls of Grants, in trucks, in convoys,they’re zipping them up in green plastic bags,they’re tagging them now in Saigon, in the mortuary coolnessthey’re giving them names, they’re rolling them out ofthe deep-freeze lockers — on the tarmac at Tan Son Nhutthe noble jets are whining like hounds,they are bringing them home– curly heads, kinky-hairs, crew-cuts, balding non-coms– they’re high, now, high and higher, over the land, the steaming chow mein,their shadows are tracing the blue curve of the Pacificwith sorrowful quick fingers, heading south, heading east,home, home, home — and the coasts swing upward, the old ridiculous curvaturesof earth, the knuckled hills, the mangrove-swamps, the desert emptiness…in their sterile housing they tilt towards these like skiers– taxiing in, on the long runways, the howl of their homecoming risessurrounding them like their last moments (the mash, the splendour)then fading at length as they moveon to small towns where dogs in the frozen sunsetraise muzzles in mute salute,and on to cities in whose wide web of suburbstelegrams tremble like leaves from a wintering treeand the spider grief swings in his bitter geometry– they’re bringing them home, now, too late, too early By: Bruce Dawe