This new title provides you with the strategies and skills to achieve the essential AITSL Standard 5: Assess, provide feedback and report on student learning.
It includes the following key features:
- Practical strategies for assessment and reporting, with classroom activities and assessment examples, as well as descriptions of real-world situations
- Guidelines on how to achieve AITSL standard 5 requirements with activities that build a portfolio of evidence of professional practice
- Connecting with the local community and showing you how to approach reporting to parents
Assessment, Feedback and Reporting references both the Early Years Learning Framework and the Australian Professional Standards for Teachers, making it a vital resource for pre-service teachers at all levels ' from early childhood education and care, through primary and secondary.
Features:
- Students learn how to connect with the local community in Part 3 'Engaging with the local and international community', with chapters illustrating how to deal with reporting to parents which is a challenging prospect for pre-service teachers
- 'Think and discuss' questions encourage students to pause and reflect critically on the material they have just read and their own practices, attitudes and beliefs, as they progress through the chapter
- A chapter opening vignette sets each chapter in a personal context, highlighting the relevance of the material about to be explored
- The Teaching Performance Assessment (TPA) is a tool used to assess the practical skills and knowledge of pre-service teachers (PSTs) against the Graduate Teacher Standards in the final year of their teacher education program. Each chapter opens with two boxes - the Teaching Performance Assessment (TPA) Practices box and the Australian Professional Standards for Teachers (APST) box - to orient the student as to how each chapter connects with these practices
- This text is divided into three parts to clearly demonstrate the context, the application and engagement around assessment
- Each chapter begins with a list of learning objectives that foregrounds what students are about to learn
- Pre-service teachers improve their professional vocabulary with important key terms marked in bold and defined in the margin when they are used in the text for the first time
- Students review their understanding of the key chapter topics with the summary at the end of each chapter
- End-of-chapter activities encourage students to consider their own understanding and philosophies and uncover and share understandings in a group
- Students can extend their understanding with the suggested references and web links relevant to each chapter
About the Authors
Linda Cranley is a senior lecturer at the University of Notre Dame Australia. She is the primary degree coordinator for Bachelor of Education and Master of Teaching programs and course coordinator for HASS and Assessment units. Linda has been the recipient of the Dean’s Award for Excellence in Teaching and the Vice Chancellor's Award for Initiatives that Enhance Student Learning. She has worked in the education field for the past 30 years, teaching across many year levels in several primary schools throughout Perth. As a primary school teacher, Linda has held a variety of positions including curriculum coordinator, support teacher and gifted and talented coordinator as well as assistant principal.
Genevieve Johnson is a senior lecturer at the Australian Catholic University. Genevieve has been an educator for more than 30 years and has enjoyed teaching many year levels in several primary schools and district high schools throughout Western Australia and Victoria. For the past 17 years, she has taught at Melbourne University, La Trobe University and the Australian Catholic University in teacher education. As a primary school teacher, Genevieve held a variety of positions including key teacher, senior teacher, support teacher, wellbeing/pastoral coordinator as well as acting principal. She was nominated for Teacher of the Year several times. Currently, Genevieve is interested in assisting teachers with real and practical applications for their teaching to maximise student engagement and success. She has presented research into student satisfaction and success at a variety of conferences. Genevieve is currently completing her PhD.
Wendy Harmon is an experienced leader and educator, spanning birth to year twelve and tertiary contexts, at both class and leadership levels. With more than thirty years experience, Wendy brings her knowledge of high quality pedagogy alongside an understanding of pre-service teacher needs. While senior lecturer at the University of Notre Dame her love of learning (and teaching) resulted in commendations from the vice chancellor and dean of education. While principal, she was nominated for the Business Woman of the Year Award for her ability to engage the community and facilitate growth and change. Her intellectual interests include play and pedagogy, motivation, the power of formative assessment and conceptual integration. Wendy is currently Head of Practice Improvement (WA) with Goodstart Early Learning.
