Assessment Strategy

The list below contains strategies developed to address recurring assessment challenges.

Selecting and expanding a strategy from the list will display the challenges and relevant assessment tools that the strategy can be employed to address.

Strategy: Roundtable Assessment

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Roundtable Assessment essentially involves more than one assessor, ideally both school and university-based, concurrently engaged in the assessment process. It therefore supports effective communication between all parties involved in the placement. It allows collaborative approaches and the inclusion of multiple perspectives in both feedback and assessment processes and may also include the preservice teacher’s active involvement. It can be effectively employed in both formative and summative phases. Meetings may have a formative focus and occur within the placement period or be at the summative stage to allow collaborative decision-making regarding the final grading and reporting.

Tool: Challenge

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Strategy: Video in the Assessment Process

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Using video or audio technology as a means of ‘capturing’ various elements of professional practice has the potential to assist experienced teachers with respect to strengthening the equity and validity of their assessment judgments. Video is a means of providing evidence of both the contexts and practices of teaching and learning and provides the possibility for the preservice teacher to reflect on and discuss key elements of their practice evident within the video as part of the assessment process. Video can also contribute to formative identification of areas of practice that require further attention and enrich feedback processes.

Tool: Challenge

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Strategy: Student Self Reporting

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Being able to critically reflect on your own professional learning needs is an important skill for all stages of a teacher's career. Learning to self assess and demonstrate evidence against the professional standards is a necessary skill for pre-service teachers to learn.

Tool: Challenge

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Strategy: Peer Grouping

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Teachers need to work in professional learning teams and work collaboratively and yet pre-service teachers are often placed individually in classrooms. Peer grouping offers opportunities for pre-service teachers to peer teach and peer assess as well as be collaboratively assessed on tasks.

Tool: Challenge

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Strategy: Whole School Assessment

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Many specialist teachers (teacher-librarians, language teachers, school counsellors etc) from across the school never get to participate as mentors in professional experience and yet they can offer valuable advice and feedback. Opportunities for pre-service teachers to learn from a broad range of teachers is important.

Tool: Challenge

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Strategy: Hypothetical

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Role play and virtual experiences can offer pre-service teachers the opportunity to consider their responses to different teaching scenarios in a safe and supportive environment without the involvement directly of students.

Tool: Challenge

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Strategy: Additional Support

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A pro-active approach that puts in place early explicit communication protocols, action plans, additional support mechanisms and, if necessary, differentiated programs of observation, practice and reflection for the pre-service teacher can prevent the escalation to 'at-risk'.

Tool: Challenge

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Strategy: Structured Communication

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Pre-Orientation to the school and community can enable the pre-service teacher to learn about the particular school context. Having clear and structured communication between the pre-service teacher, supervising teacher and tertiary mentor, ideally in person, prior to the commencement of the placement lays good foundations.

Tool: Challenge

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