Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment.
Evaluate school assessment policies and strategies to support colleagues with: using assessment data to diagnose learning needs, complying with curriculum, system and/or school assessment requirements and using a range of assessment strategies.
At what career stage am I demonstrating this standard?
I believe I am proficient but on the verge of being highly accomplished. This IBL training has furthered a more comprehensive understanding of the types and ways of assessing understanding and, combined with a fuller appreciation of the hierarchy of how to put together a GTMJ has made me more confident about developing sound assessment opportunities and GTMJs. I have put my hand up to do a presentation at a staff meeting this year.
What is my Evidence?
The GTMJ was developed from the Curriculum Descriptors and then the QCAA Standard Elaborations were identified to copy and paste that were applicable to our assessment task. We then tailored our task to the requirements in which this student met the basic requirements. After reflection, I changed one component after discussing with the other year 1 teacher about my concerns about mybeing too harsh. Once she had seen my annotated notes, she agreed that I was being too harsh and I consequently changed that component of the task. from a Becoming Aware to a Working With.