ASSESS, PROVIDE FEEDBACK, AND REPORT ON STUDENT LEARNING
5.1 DEVELOP, SELECT AND USE INFORMAL AND FORMAL, DIAGNOSTIC, FORMATIVE AND SUMMATIVE ASSESSMENT STRATEGIES TO ASSESS STUDENT LEARNING
Summative assessment is used for all tasks, written and performance (as seen in Evidence 6 Assessment Outlines), but looking at Evidence 21 Year 10 Devised Task and Marking Key it can be seen that part of the mark (particularly for group work) relies on formative observation of work completed prior to the final product being presented. In the classroom, I like to provide regular formative feedback to give opportunity for further learning and development of skills. In Drama classes, I often use an informal 'feedback sandwich' involving other students in recognising the positives in a performance, what and how improvements could be made (taking on a director/ designer/ dramaturge hat), and what their favourite moments were (linking to audience impact). Similarly with writing tasks, I make myself available to all students, especially those whom I identify as requiring additional support. This was evident earlier this year when Year 10 students had a written submission due during online learning (Evidence 12 Year 10 Student Work Sample). This helps me identify not only the strengths of each student and points requiring attention, but allows me to adjust my own teaching approach to intervene in problem areas and guide further learning.
5.2 PROVIDE TIMELY, EFFECTIVE AND APPROPRIATE FEEDBACK TO STUDENTS ABOUT THEIR ACHIEVEMENT RELATIVE TO THEIR LEARNING GOALS
As discussed in the point above, I like to give verbal feedback immediately when working in the classroom. I also offer opportunities for 'practice performances so students have the chance to receive feedback and apply it to improve on their rehearsed product. Evidence 22 Year 10 Practice Performance Feedback is an example of some of the brief notes I give in this example in addition to any verbal feedback and encouragement supplied in discussion with the class. When it comes to summative assessment tasks, I give the students a large amount of written feedback specific to their achievements and goals which don't go onto formal reports but can be used for improvement. Evidence 23 Year 10 Performance Feedback shows the specificity of feedback I supply in these circumstances.
5.3 UNDERSTAND AND PARTICIPATE IN ASSESSMENT MODERATION ACTIVITIES TO SUPPORT CONSISTENT AND COMPARABLE JUDGEMENTS OF STUDENT LEARNING
I have been employed as an external marker for Year 11 and 12 Practical Drama exams, and provided mock exams for Speech & Drama students.
I have co-marked students with colleagues, setting standard expectations and supplying a variety of feedback. Evidence 24 Year 8 Mime Assessment shows my comments on the back of a marking sheet my colleague graded. (The use of the erasable-red pens means it is easy to adjust marks depending on our consensus.)
At Butler College I participated in comparability meetings with colleagues, and cross-marking to moderate assessments and achieve consensus on level expectations. At St Hilda's we regularly utilise panel marking and co-marking, especially for performance tasks as shown above. This ensures consistent evaluation of student achievements, grades and feedback. We also engage in regular discussion over written work submissions and monitor marking both individually and within the department to uphold marking standards.
5.4 USE STUDENT ASSESSMENT DATA TO ANALYSE AND EVALUATE STUDENT UNDERTANDING OF SUBJECT/ CONTENT, IDENTIFYING INTERVENTIONS AND MODIFYING TEACHING PRACTICE.
As I mentioned in Standard 4, I participated in data collection using pre and post testing for a Grammar unit of study at Butler College.
I continue to make adjustments on reflection of student data, identifying where I need to change my teaching practice to ensure the success of all students.
5.5 REPORT CLEARLY, ACCURATELY AND RESPECTFULLY TO STUDENTS AND PARENTS/ CARERS ABOUT STUDENT ACHIEVEMENT, MAKING USE OF ACCURATE AND RELIABLE RECORDS.
Evidence 25 Year 9 Drama Reports 2019 shows how I meet this requirement. St Hilda's has made a recent transition from formal subject reporting each semester to continuous feedback after each assessment, available directly to parents. Having utilised both styles, we are finding that continuous feedback is more effective in expressing specific achievements of students and making progress more transparent to parents.