Strategies related to assessment, feedback and record keeping.

Strategy /
Context
Explanation Justification Reference
Contract /
Record
keeping.
At the beginning of the year,
students write contracts for
the entire year including
personal values, short-term
and long-term goals and
areas they wish/need to
improve in. They will be
signed by a parent/guardian
as well as the teacher.
Contracts hold students
accountable for their actions. It
provides a hard copy to refer to
if a student portrays
undesirable behaviour. It is also
a great way to involve parents
in student learning and can be a
discussion point in P/T
interviews.
Association of
Independent Schools of
the ACT Incorporated.
(2011). Teachers Guide
to Assessment. ACT
Government of
Education and Training.
Canberra. Australia.
Rubrics /
Assessment.
A very common and simple
strategy used in assessment.
Rubrics provide students with
a guideline of what content
needs to be covered and the
weighting of each sections of
assessment.
Rubrics can be use a wide range
of assessment. Some people
may argue it prevents creativity
and diversity, however I feel it
is a necessary strategy to have
up your sleeve. Good rubrics
include a wide range of
achievement level.

Self-evaluation
/
Self-
assessment
Students assess themselves
on the work they have
created and their use of class
time.
This is another strategy
focusing on accountability. It is
helpful for the teacher to know
how the student rates their
own work and effort.

Student
Profiles /
Record
keeping
Student profiles are an
effective record keeping
strategy, it can be a lot of
extra work (and
photocopying expenses).
They con include a range of
different things from
contracts, assessments, self-
assessment, teachers
comments etc.
Student folios would be a great
strategy / reference for
graduate a teachers portfolio.
It provides evidence of
assessment, feedback and
student development
throughout the course of a year
(perhaps more).
Association of
Independent Schools of
the ACT Incorporated.
(2011). Teachers Guide
to Assessment. ACT
Government of
Education and Training.
Canberra. Australia.
Learning
Ladder /
Record
keeping
This strategy is new to me. It
involves a visual
representation of student
achievement in the form of a
ladder on the wall. It relates
specifically to ausVELS and
students can move their
name tags up the ladder
when they show competency
of specific tasks.
Provides a sense of
achievement for students and a
record of focus areas for
teachers.

If implemented effectively can
provide a supportive classroom
environment
McNamara, S. (2014).
5-finger test /
Summative
assessment
Another simple strategy
relating to learning intentions
and success criteria
implemented by Northern
Bay college. At the end of
class, students raise their
hand indicating to the
teacher how comfortable
Simple method for teachers to
gauge how well they have met
the desired intentions.
McNamara, S. (2014).
Tutorial.
they are with or how well the
learning intentions have been
addressed. 5 fingers = very
content to 0 finger = no idea.
Pre & post-test
/
Feedback &
record
keeping.
A test or quiz at the
beginning and end of a unit.
The initial test is a good way to
determine prior knowledge and
close the gap between what is
previously understood and
what is aimed to be
understood. It also provides
feedback / a measurement as
to how successful the unit
learning activities have been
(calculation of effect size)
Newton, R. (1999). Pre
and Post Testing.
Evaluation cookbook.
Retrieved, October 19,
from
http://www.icbl.hw.ac.u
k/ltdi/cookbook/info_pr
e_and_post/
Pre-teach /

Revisiting relative content
before up-coming
assessments.
I would presume this is a
debatable strategy and one that
many teachers would see as
cheating. If students are aware
of what is important for up-
coming assessment, I believe
they would be more likely to
study it and therefore learn and
retain it.
McNamara, S. (2014).
Tutorial.
Focus on
behaviour, not
the individual
/
Feedback
If a student is behaving in an
undesirable manner and you
need to take them aside to
talk to them. Focus on the
behaviours they are
portraying rather than them
as an individual.
Often the reason student muck
about or play up is because
something is bothering them.
By telling them their behaviour
is unacceptable rather than
saying they are being a bad
student you can help defuse the
situation.
Briggs, S. (2014). 20
simple assessment
strategies you can use
every day. Retrieved,
October 29, from
http://www.teachthoug
ht.com/teaching/20-
simple-assessment-
strategies-can-use-
every-day/

Avoid
feedback
overload /
Teacher
feedback
Select two or three important
points you want to make and
offer feedback about those
points.

If you overload an individual
with more than that, they may
become confused about what
exactly needs to be improved or
changed.

Priolo, D. (2012). 6
strategies for giving
constructive feedback.
Workplace 101: A
profiles Global Business
Blog. Retrieved, October
29, from
http://info.profilesintern
ational.com/profiles-
employee-assessment-
blog/bid/102411/6-
Strategies-for-Giving-
Constructive-Feedback.
PMI /
Feedback
Positive-Minus-Interesting.
Students write into their
books something positive
about the lesson, a minus
(negative) about the lesson
and something interesting.
It is an easy way to receive on
the spot feedback. Could easily
spend the last 5 minutes of
class completing and reading
out some PMIs the students
have come up with. It is a great
way for students to reflect and
keeps information in the mind
up until the minute they leave
Mind Tools. (2014). Plus,
Minus, Interesting.
Retrieved, October 29,
from
http://www.mindtools.c
om/pages/article/newTE
D_05.htm

the classroom.
Exit slips /
Feedback
Before students exit the
classroom theyre required to
complete an exit slip with
anywhere from 1-3 question
on it. They are simple
questions which will inform
the teacher as to whether the
class was successful,
enjoyable and informative
(e.g. was the learning
intention met).
Much like PMI, student would
spend the last couple of
minutes filling out these exit
slips.
Briggs, S. (2014). 20
simple assessment
strategies you can use
every day. Retrieved,
October 29, from
http://www.teachthoug
ht.com/teaching/20-
simple-assessment-
strategies-can-use-
every-day/