DISPOSITION GOAL

Mandy Nelson

GOAL: Explore the use and implementation of both formative and summative assessment in
classroom practice and show evidence of utilizing both types to inform my teaching during
my full control period.
RATIONALE: This goal has been selected because I want to feel confident in my knowledge
and ability to assess children effectively and properly to inform my teaching. Having a sound
knowledge of the different types of assessment procedures is also important as it allows me
to choose according to what I want to find out and how I want to use the results. Choosing
the right assessment procedure is important for effective teaching.
ACTION PLAN:

EVALUATION:

1.
1. Research different assessment
2.
procedures and their pros and cons. Look
at past uni lectures/workshops as well as
readings.
2. Talk to my AT about the different
assessment procedures used in this
school. Discuss what information it gives
the teacher as well as how they use
assessment information to inform their
teaching - what next?
3. Use assessment procedures in my
3.
teaching to inform my next steps
4. Reflect on the effectiveness of the
assessment procedures used
5. Look at the differences between
Formative and Summative assessment
6. Go to staff meetings regarding writing
AsTTles. Make notes
7. Assess Inquiry presentations with Sam
8. Spelling Test and Maths Quick Facts
9. Use formative assessment within my
lessons to guide my teaching as I go

Have used Quick Facts w/ maths and spelling tests at the

beginning and end of the year - will be taking both tests
during my full control. Some testing done purely for data
collection. Marks are added into big spreadsheet to display
improvement over the year and inform OTJs & report writing.
AsTTle is used a lot, have looked heavily at AsTTle for
writing - the programme itself and the marking rubric.
Diagnostic questions are asked at the beginning of maths
lessons to assess whether they should be in the right
workshop or not. Workshops are self-selected according the
the students gaps in knowledge which they themselves
check against.
Narrative Writing: Chn were working on a narrative writing
and I had one more follow-up type lesson to teach. After
reading their work I noticed gaps in their knowledge - mainly
their use of interesting adjectives and describing something
rather than stating how/what it is/looks like. I chose a kids
work that had done a particularly good job and copy pasted it
onto the slide - I then got the students to go over his work
and how they had met the success criteria. Reading: if I
notice a student has been quiet or hasnt done work during
Lit Circles, I make a note and make sure to approach them
the next Lit Circle to ensure they are not falling behind (this is
self-directed work so it is hard for me to make next steps
when it should be them making the next steps).
4. Have reflected regularly on the assessment procedures used
and whether students have et S.C. and how well the
assessment procedure has displayed their abilities. Some
are quite obvious e.g. high jump S.C. is whether they clear
the bar or not. Others are a bit harder e.g. writing where it is
very subjective whether they have done well and at what
level they sit. Have had discussions with Sam about how the
AsTTle writing rubric is supposed to take away a lot of that
subjectivity in marking.
5. Formative - assessment used before and while you teach to
inform your approach and content in order to meet the needs
of the learners and address the gaps in their knowledge. It
means teaching is less prescribed and more catered and
adaptable depending on what the teacher wants students to
learn and what the students need to learn (the knowledge
they dont have) and saves the teacher from pointless
teaching or repetition (knowledge they do have). Summative

6.

7.

8.
9.

- used to assess what the student shave learned and if they

have learned what you hoped they would. Assessment tools
like AsTTle is effective in doing this. Less useful and used a
lot more for data collection and report writing, although still
has its merits - can assess at end of lessons to inform
teaching next steps.
See folder for slide show and info regarding AsTTle
meetings. I loved these meetings and found them to be very
informative! I learned a lot about the value of an accurate
marking rubric and for all staff to be on the same page re:
leveling work.
I have assessed an Inquiry unit plan alongside Sam, gave
me great insight and practice. Marking is very complicated
when you are new to it so it was really good to practice. I still
need to develop that gut feeling when it comes to marking
slightly objective things.
Have implemented and marked these two assessments.
Writing was very informative as I got to see how AsTTle
writing is done and marked.
As mentioned before. See lesson plans for further details.