Annotations: These anecdotal notes demonstrate understanding of assessing students' learning and making consistent judgements using relevant criteria (focus areas 5.1.1 and 5.3.1). These notes also demonstrate understanding of strategies for providing constructive feedback to students on their learning and keeping detailed and accurate records of student achievement (focus areas 5.2.1 and 5.5.1)
Justification - Sample 4
Standard 5: 5.1.1, 5.2.1, 5.3.1 and 5.5.1 The design of the scaffold for these anecdotal notes is explicitly linked to the syllabus outcomes for the lesson. These scaffolded notes formed a regular part of formative assessment over the course of the EPT330 placement. The process of assessing students’ work using the scaffold and syllabus outcomes is useful in identifying strengths and areas for development in students' work prior to giving feedback to students. Effective feedback is intentional, individualised and provides learners with directions for improvement (Kivunja, 2014, p. 409). The notes were used to give accurate and constructive written feedback on students' work prior to the next lesson. These notes also support the evaluation of the lesson and self-evaluation of the teaching in meeting student learning needs, which informs the development of future activities (Weatherby-Fell, 2015, Kindle Location 7343). The integration of the syllabus outcomes in the scaffold ensures that students are being assessed through clear, meaningful and consistent criteria. The use of the outcomes also provides a clear illustration of students’ progress when used for the same topic and outcomes over time. The regular use of scaffolded anecdotal notes ensures a collection of reliable and accurate records of student achievement across KLAs over time.