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Graduating Teachers use evidence to promote learning

a) Systematically and critically engage with evidence to reflect on and refine their practice

My Teaching as Inquiry project was created in response to teacher feedback. Throughout this project, I observed and reflected on my teaching in order to enhance engagement and learning. 

Gayna Hine    DVC Associate Teacher, Practicum 3

Shar Stewart  DVC Associate Teacher, Practicum 2

b) Gather, analyse and use assessment information to improve learning and inform planning

For my teaching as inquiry project, I decided to look into how I could use ambitions as a form of motivation.

 

When giving formative feedback I chose to give it to the learners with their ambitions in mind; thinking about what attributes they had developed well through DVC and what attributes could be developed further within the subject.

 

Here is a sample of the feedback given.

 

 

 

 

In my senior classes where the class size was quite small and the students were reasonably self-directed, I decided to set days where I would interview all the students as a way of formative assessment.

The interview would look at what the individual had done so far, or since our last session, what obstacles they had to overcome, and what they wanted to be able to show me in the following session.

 

I started this for myself, to gauge where the students were, as a motivator, and as a way to encourage inquiry and self-management.

 

I felt that giving students an opportunity to voice their ideas and express their concerns, reduced the amount of misused time through uncertainty.

 

 

This was an opportunity to team mark NCEA level 1 & 2 Art at the end of the academic year.

 

The first task was to put the boards in order of achievement after closely studying the work. 

Following this, we went round checking our decisions, and if their were differing views, the people at hand would justify their opinion with a reason. 

 

Once we had reached a concensus, we decided where the grade boundaries would be according to the NCEA marking criteria.

Eight pieces were selected for moderation. The pieces that were chosen were close to the grade boundaries.

 

 

We have also had experience hypothetically marking in many of our tutorials.

c) Know how to communicate assessment information appropriately to learners, parents/caregivers and staff

A reflection from an observation of a Parent Teacher Conference.

An exercise at university was to carry out parent teacher conference role plays as teachers. We were confronted with a series of 'parents', each with a different nature. We had to carefully select our vocabulary and manner to communicate what we needed to about their child.

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