Assessing Student Learning Report - Maths, Victorian Curriculum

This report details an assessment of student learning within a Year 3/4 maths class, aligned with the Victorian curriculum, focusing on a division unit. The assessment incorporates both formative and summative strategies, including pre and post-tests, mini-lessons, and group discussions, to cater to diverse learning needs. The report analyzes the performance of three students: Hoai-Nam, Hien, and Ethan, highlighting their progress and the effectiveness of differentiated instruction. Hoai-Nam demonstrated significant improvement, while Hien and Ethan received tailored support based on their individual needs. The assessment data, including student work samples and feedback, is used to evaluate teaching practices and inform future lesson planning. The report emphasizes the use of various assessment tools, such as think boards and visual aids, and reflects on the impact of the assessment on student outcomes and the teacher's professional development. The analysis also considers the impact of COVID-19 on the learning process and the adaptation of teaching strategies to address student needs effectively. The report concludes with a reflection on the assessment process and suggestions for future improvements.

Assessing learning

4;1 ; Assessing student learning
As per according to the Australian teachers standard 2: better analysis about the content is
processed that is essential to make better understanding about suitable subject. The learning
capacity for maths subject is about ¾ as it consist of higher, medium and low level group. In this
as within first and second week as with this knowledge and learning of mine is advanced with
support of teacher planning. I have make deep analysis about learning content as with support of
monitoring and observation. As per Victorian curriculum maths planner, in second week team A
planned ford division unit as in this my mentor assist to make effective implementation of pre-
test as in form of summative assessment (Gueldner, Feuerborn and Merrell, 2020). It assist to
attain better knowledge as by planning quality sequence as it assist me to maintain 3 groups for
pre test assessment data. The summative and formative assessment aid to plan Victorian
curriculum to meet student need as mini lesson is processed as before brainstorming adequate
knowledge. The learning is stimulate as by making clear connection towards learning and it is
structured as:
 Broad anticipation
 Consecutive and nexus of learning
 Distinct manual
 Staging
 Quizzical/response
 Constructive classification
4; 2 Assessment activities and criteria;
Table 5: Assessment Activities over the lesson sequence
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Assessme
nt activity:
Topic/con
tent and
medium/p
rocess,
(eg,
performan
ce, essay,
written
test, group
discussion
)
Purpose/s of
assessment (eg,
peer/self reflection,
diagnostic,
formative,
summative, pre or
post- teaching
evaluation...)
Learning outcomes the
assessment is intended to assess:
Identify specific skills or content
at particular levels from
curriculum
Assessment Criteria: What
students will do to demonstrate
their progress towards the LOs
(eg. Draw graphs to accurately
show x & y; write a scene using
genre conventions p, q & r …)
Division
unit planner
(written
test )
Summative
assessment
Level ¾ Victorian curriculum;
Content Strand: Number &
Algebra
Sub Strand: Division
Student demonstrate their
knowledge of division to resolve
different problems.
I prefer to advance pre testing
as in support of summative
assessment. In grade ¾ pre test
is compulsory as in staring and
it assist to divide overall
structure into different forms.
Worded
problem
solving
(group
discussion
base on the
task )
Formative
assessment
To design suitable written
strategy that is supportive of
digital technologies in an
integrated manner.
For this I have maintained
adequate domain in relation to
formative assessment that assist
to make active engagement in
order to enhanced student
knowledge and skills.
Equal
groups
(lesson
content)
Formative
assessment
 Generation of facts and
figures
 Usage of strategies
dependent on divisional
facts
Explore: In this student make
adequate level of investigation
towards mathematical
formulation. In this all students
get shared their viewpoints and
provide feedback to all by
which better level of clarity is
processed with perfection
(Teacher Knowledge, Child
Interest and Parent
Expectation: Factors
Influencing Multicultural
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Repeated
subtraction
(lesson
content)
Create
thinking
board
(low,
medium
and high
Categorize
test level )
Post- test
Formative
assessment
Formative
assessment and
student summative
assessment data. It
include a brief of
maths student group
that advance learning
ability.
Summative
assessment
My observation base
on student work
sample
Student process its learning by
using divisional strategy so as to
resolve different problems.
In this creative thinking abilities
is developed with support of
groups, effectual learning and
problem solving capabilities as
well.
I make adequate usage maths
division as with this
differentiated and its skills get
strengthen.
Programs in an Early
Childhood Setting, 2020).
In this I have make adequate
usage of formative assessment
as with this clear level of
understanding is processed in
better way. It offer adequate
level of guidance as by making
effective observation.
I have use summative
assessment in which learning
capabilities of mine get broad as
with concern of skills
advancement. It processed
effectual learning as per solving
different issues.
used summative assessment
form assist student with this
task . think board lesson was
my conclusion lesson. My goal
was to see how the all class
student develop subject content
knowledge . I planned the task
which student can applied their
knowledge for all division
strategies that they learnt in
previous lesson to solve the
problem.
In this I have make better level
of understanding about students
learning in which individual
learning and advancement both
get advanced.
.
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4;3 . whole class assessment – practices
Post- test
4;3;1
It is processed with the aim to assess division task in which different questions get
answered as per adequate knowledge. In this student learning and its judgements get advanced
as with this teaching performance and problem solving ability both get enhanced with usage of
different strategies.
4;3;2
In the pre and post test around 70% of student score well and it is possible with
completion of mini lesson and its revision. For this one group focused to achieve 100% and
second group focused towards 94%. Ethan get support from teacher and it assist to him to
improvise its maths and algebra skills. I have prepared for Hoai – Nam that assist to achieve
standardised outcome as by inducing problem solving capabilities. As Heian is a group student
as with this learning is directly processed as with support of resolving different problems that is
developed within the class assessment.
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5

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4;3;3
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In this ability of mine to make advanced growth and development in pre and post test is
processed with support of summative and formative assessment. In this I have maintained focus
towards Hoai-Nam as he scored 100%. in addition Ethan worked to advance academic learning
as with support of spreadsheet that is discussed with coach that assist better learning processing.
In comparison to both pre and post test student growth is measured with support of percentage.
In this Hoai-Nam getting a grade of 17/26 as of 65.4% in pre test and as in post test he get 24/26
and it shows its immense growth (Rethinking “What Counts”, 2020). Ethan have need a special
category as scored 0% thus teacher prepare individual assessment as his academic grade is also 2
thus he need a support of intervention program as well. The data of pre and post test is divided
and highlighted with support of spreadsheet and in support of it teacher developed individual
lesson planning to achieve learning goals.
4;4 whole class assessment – results
The assessment and its data reflect suitable progress during COVID 19 as relative
information is addressed that is used to improvise teaching practice (Shoval and et. al., 2018).
Hoai- Nam level 3 (higher) , Hien level 2 (middle) , Ethan (special needs, early intervention
program) low level that assist to improvise teaching capabilities.
Hoai- Nam and Heain develop written strategies in order to advance content knowledge
and it processed by taking different challenges under which level of difficulty also get managed
with according to teacher comments. Hoai Nam has incredible result in both pre and post test as
he has great skills and knowledge of division unit. In this I have found difficulty as growth rate
of hoai nam is grade 5 and it is reported by teachers content.
Hein is a middle level student that attain success by making continuous basis revision
and in this teacher also help to demonstrate different concept as visual presentation, problem
solving capabilities, etc. In this teacher provide adequate guidance to Hein worked to achieve
success as by demonstrating easy concept of modelling and maths. In addition to maths concepts
using unfix blocks, visual presentation using ICT tools and probing questions to help Hein to
improve numeracy skills in the lesson.
Ethan is a diagnostic s having a short spam of attention and thus make use of book full of
pictures and white board. It scaffold teaching strategies as like 12÷4= 3 as with support of
presentation skills (Assessment and Student Success in a Differentiated Classroom, 2020). As
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with my assistant he was able to write correct answer. Ethan need visual presentation with
materials. His score 0% according the assessment data sheet.
4;4;2 Moderation process;
it is a learning process that advance with support of special words as with support of
different questions and various strategies are developed accordingly.
Scaffold questioning encourage and advance student thinking, skills, knowledge and its practices
that advance rate of reducing misconception and gaps.
4;4;3 Specific examples ;
In this I have explained about division and its problems as with this post test improvise
learning and knowledge capabilities under which problem solving and working efficiency get
advanced as per basis of success criteria that pertain higher success (Pedagogy, Virtue, and
Narrative Identity in Teaching, 2020).
4;4;4 reflect on assessment;
As per support of post test learning goals and objectives is attained and in this Hein
improvise fact of comparing with pre and post test as with this learning efficiency get
improvised. Hoai- Nam worked well in all test as with this need of working fulfilled with higher
grade.
4;4;5 modify or change
The division strategies used to plan and implement all the divisional aspect with clarity in
this visual presentation also assist to modify daily lessons. In this I have observed student
feedback, observation, group discussion and comments that assist to advance working strength.
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4;5 students feedback
4;5;1 Analyse the three students work sample
Hien ( level 2 ) created thinking board assessment task
Hien has a skill of problem solving as with this preferred strategy is developed as per
making equal level of drawing. In this clear level of understanding is developed in improvised
manner and with this equivalent fraction is recognised in a suitable pattern. In starting it is quite
confusing and to overall this visual presentation assist to complete task in flexible manner. As in
starting Hein get confused with divisional unit and it get resolved as when he learn about
multiplication facts and he also need to observe visual presentation by which ability to work with
confidence is improvised.
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Hoai- Nam (level 3) ( these below comments I wrote for student’s report , my teacher asked me
to write some comments according to my assessment after the unit end.
* can automatically recall multiplication facts and related division facts up to 12 by 12
* can use multiplication to confidently solve division problems, including those that result in a remainder
 can use division to confidently solve fraction problems, such as 1/4 of 24 = 6 (24 ÷ 4 = 6)
Hoai-Nam has excellence level of understand as it help to make effective learning and
with this sustained level of preparation is developed as by overcoming from various challenges.
In support of pre test learning capabilities and its efficiency both advanced in easiest mode
(Assessment and student success in a differentiated classroom, 2020). Hoai- Nam is a role model
student as his learning styles and his learning capacity is in grade 5 academic level comparing
pat maths data level. As by working with Hoai- Nam he has amazing ability to improve teaching
practice as with this he is easily able to reflect and evaluate my division planning program.
Assessing Learning
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