5.

FOCUS AREA,
(with
descriptor)
Assess
student
learning
(Demonstrate
understanding
of assessment
strategies,
including
informal and
formal,
diagnostic,
formative and
summative
approaches to
assess student
learning.)

ELABORATION

AITSL: Assessment strategies are critical in

order to allow students to demonstrate their
understanding of the task, as well as provide a
variety of different assessable skills, such as
formative, summative, exam-like, test-like,
performance and presentation skills, etc.
ICT: Definitely see the value of online
assessments. Easy to mark, provides students
with instant feedback, can be very methodical
and catering to specific areas of the curriculum,
and allows for easy revision and review.
Pedagogical Justification: One of the best uses
of ICT in the teaching process is allowing students
to be assessed and reviewed online.

Provide
feedback to
students on
their
learning
(Demonstrate
an
understanding
of the purpose
of providing
timely and
appropriate
feedback to
students about
their learning.)

5.2

AITSL: There is no better way of learning than

through the provision of timely and effective
feedback on a student's work. Without
continuous, relevant feedback, it is impossible to
improve to any great degree. The ability to
provide feedback is therefore one of the most
important elements of these standards.
ICT: There are a number of online resources
which enable teachers to provide instant feedback
on students' work. Programs such as Edmodo
allow for review and comments from the teacher
almost instantly after the work has been
uploaded. Similarly, doc sharing programs such
as google docs.
Pedagogical Justification: In this modern age,
the ability to give near-instant feedback is a vital
tool to be the best teacher we can be. It rewards
students who care enough about their work to
take on board teacher comments, and it ensures
that criticisms are given with near immediacy and
the advice is therefore not lost in the haze of
memory.

5.3

5.4

Make
consistent
and
comparable
judgements
(Demonstrate
understanding
of assessment
moderation
and its
application to
support
consistent and
comparable
judgements of
student
learning.)

ICT: Any platform that allows for examples,

model answers and critical analysis of student
work can be a useful tool for teachers to provide
valid, reliable and effective assessment
moderation. Creating a website with weebly,
whereby you can post these links and engender
open discussion of assignments, is an example of
using technology to integrate this very useful
strategy.

Interpret
student data
(Demonstrate
the capacity to
interpret
student
assessment
data to
evaluate
student
learning and
modify
teaching
practice.)

AITSL: Interpret student data: The ability to do

this enables teachers to see areas of
improvement in their students, particular aspects
of the curriculum where they might either excel
or need additional scaffolding, and those parts of
the teaching process that are not being taken in
well by the overall class.

Pedagogical Justification: In order to create an

environment in which students can achieve to
their absolute best potential, teachers must be
willing to incorporate elements of digital feedback
and online moderation into their assessment
programs.

ICT: Excel and other graph management systems

can be a useful tool in cataloguing student
results, and producing visible manifestations. This
helps to identify patterns, trends and outliers.
Pedagogical Justification: In order to be the
best teacher you can be, it is crucial to
understand the effect your teaching is having on
the students. Digital resources enable us to see
this more clearly than ever, and identify areas of
concern as they arise.

5.5

Report on
student
achievement
(Demonstrate
understanding
of a range of
strategies for
reporting to
students and
parents/carers
and the
purpose of
keeping
accurate and
reliable
records of
student
achievement.)

AITSL: One of a teacher's most crucial roles,

outside of the actual learning process, is their
ability to provide reports on student achievement,
highlight areas of concern, and encourage student
success.
ICT: Online report writing tools, and digital
reports themselves, provide a way for teachers to
communicate with students and parents
electronically, providing near instant reports and
saving the environment in the process. Online
reports can also be more reliably recorded than
paper reports, which can get easily lost in the
deluge of paperwork most parents have. They
could then be plugged in to a larger database that
would track students' achievements over the
terms/years, thus providing a more holistic view
of student progress.
Pedagogical Justification: With everything else
going online, why not reports too? Also teachers
should be able to provide feedback online to keep
long term records and a visible representation of
student achievement that doesn't appear of
paper. It's earth friendly, too.