Assessment Strategy and Process: Additional Support
Incorporating additional support strategies is strongly aligned with strengthening the communication between PSTs and their educators in both directions. The provision of opportunities for feedback from the PST to the assessor and providing feed-forward in the form of goals to the PST that is explicit and targeted is essential. Providing ‘additional support’ can aim to target feedback at various stages of the placement, to be concerned with specific areas of challenge, and to strengthen communication processes and relationship dynamics.
Selection and implementation of additional support strategies targeting feedback needs to be informed by clear identification of areas that are weak or missing in a PST’s practice. Specific observation rubrics, repeated observations involving more than one assessor will often build up a deeper picture of areas of practice that need focus. Video evidence of practice can also be analysed and discussed
Additional analysis of PST’s practice and areas of weakness allows specific goals to be set. Specific Standards or Focus Areas can be identified for attention or even more specific aspects of teaching practice. Assistance will be gained from Evidence Guides, providing explicit guidelines for both key learning experiences as well as identifying valid forms of evidence that support assessment judgments with respect to particular Standards and Focus Areas.
Once goals are identified, forms of additional support need to be selected in response to the analysis of the PST’s capacity, the resources available in the setting, including timelines and personnel.
Forms of additional support can include:
- additional involvement of supervising teachers/mentors increasing the guidance given,
- the observations of practice and additional time for formative feedback and reflection.
- explicit rubrics, possibly developed for the individual PST to provide clear and shared understandings of aspects of practice that are of concern and levels to which the PST needs to develop and demonstrate capacity.
- clear indications of evidence that demonstrates satisfactory capacity must be established and shared between educators and the PST.
- peer observations and analysis and through videos of the teaching practice of the PST, peers and supervising teachers.