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Diagnostic Measurement Analysis

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Following on from constructing the summative task, the diagnostic and formal formative assessments were planned. The diagnostic assessment planned for LE1 is a formal formative record sheet aligned to the outcomes in Stage 1 and will be used to assess students’ prior knowledge of the topic. Diagnostic assessments provide the teacher with critical information, such as prior knowledge and misconceptions that can be used to guide future learning experiences and differentiate learning (Ontario Ministry of Education, 2010, p. 38). Next, a mid–unit summative assessment was planned for LE5 to check student progress towards the learning outcomes. This summative assessment will help gauge student understandings and inform future learning experiences; …show more content…
Evidence is also recorded to determine future pathways to learning and allows the teacher to make adjustments to any learning experiences or assessments. Furthermore, records enable the teacher to reflect on the effectiveness of the teaching and learning plan and provide evidence of student learning for reporting to parents and stakeholders. Evidence for reporting to parents can be obtained from most assessments and LEs in the unit, for example, written evidence of students’ progress from the diagnostic assessment at LE1 to the mid–unit assessment at LE5 can be provided during parent–teacher interviews. Video recordings, photos and text messages can also be used as evidence of learning for parents through the use of online ePortfolios, such as https://www.storypark.com/. The final summative assessment at LE10 and LE11 is a showcase of students’ learning and achievement throughout the unit and reported to parents at an open classrooms …show more content…
Feedback is vital for students as it clarifies where their knowledge and skill development is in relation to the unit learning outcomes, while providing them with support to enhance learning and move forward. There are also benefits for the teacher in using the information they receive to improve teaching and student achievement. Feedback opportunities will occur throughout the unit, for example, during the diagnostic assessment at LE1, students brainstorm their ideas about the state of the melted objects and this provides valuable feedback to the teacher about prior knowledge and understanding. Informal formative questioning at LE2 and LE4 enables the teacher to provide immediate oral feedback to students, while the collaborative nature of the task also encourages peer feedback. Meanwhile the mid–unit summative assessment at LE5 enables the teacher to provide students with feedback to support future learning as well as inform the final summative assessment. This feedback is provided during the following LE6 in the form of teacher–student conferences to address misconceptions and allow students to apply feedback to future learning. Self–assessment during LE7 is an opportunity for students to reflect on their learning by completing an exit slip. The student writes about something they learned during the lesson and a question they have (Readman & Allen, 2013, p. 112). The

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