Critical Reflection

Assessment, feedback and reporting are important professional practices that teachers are required to undertake regularly (Australian Institute for Teaching and School Leadership, 2018). Varying assessment strategies is an important part of the teaching and learning cycle as it highlights the learning progression of students throughout a unit. This also relates to assessment moderation which is used to identify the success outcomes in relation to the curriculum outcomes on which the assessment is based (Department of Education, n.d.). 

Throughout my teaching, I have found it beneficial to use a range of different assessment strategies to gain data and information about student learning. Some successful formative and diagnostic assessment strategies have been collecting observational notes, using entry and exit slips and student self-assessment. While successful summative strategies have included creating final assessments such as presentations, achievement quizzes and data from standardized tests. This has provided rich feedback that I can share with students, and my supervising teacher, as well as informed reporting which is important for classroom data and communicating with parents. An area that I recognise requires further development is being able to interpret assessment data and make judgements on how to modify my teaching to enhance future learning outcomes.