Brendan Passmore
Teaching Portfolio
Standard Five
Standard Five ensures teachers assess, provide feedback and report on student learning in effective ways. The use of consistency of assessment in lessons should inform future planning. Reflection on assessment is beneficial for the educator as well as the students who are requiring intervention. The educator should have confidence in data generated. Accurate interpretation of data should be used to inform future teaching. Student achievement should be consistently encouraged (AITSL, 2014).
Feedback from EPT218 Supervising Teacher:
Brendan demonstrated an understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. He has a clear understanding of the purpose of providing timely and appropriate feedback to students about their learning in Grades 2/3 we were beginning to support this through the use of reflective journal.
Brendan demonstrated an understanding of assessment moderation and its application to support consistent and comparable judgements of students learning.
Graduate Standards
Focus Area 5.1
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Focus Area 5.2
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Focus Area 5.3
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Focus Area 5.4
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Focus Area 5.5
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.