Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 125

Lynch, Smith, Howarth
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Observation book, a collection of anecdotes of occurrences in the classroom as they relate to
individual students.
The key considerations when compiling and managing student data include:
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Securing information so it ensures privacy and security issues are a priority
Using a cataloguing or referencing system so data can be easily retrieved/filed
Using ICT to streamline processes/systems and save on space
Be selective of work samples to save on space and to create a complete overview of student
achievements
Making notes in daily teacher plans to contextualise and locate assessment results and student
outcomes
In making an actual report of student learning performance the teacher is guided by the 8 principles of
reporting (as outlined in Table 8.3) and reports the progress students are making with respect to the learning
outcomes assigned to the classroom curriculum. Reviewing work samples with students and their parents is
a robust way to link the report to the student and their individual learning profile. This process also provides
evidence that reports are robust and samples are handy when illustrating or explaining key student
performance attributes.
This chapter has examined the concepts of assessment and reporting as an adjunct to Learning Management
Questions 7 and 8. Assessment was defined as the process of gathering, analysing and interpreting
information and data about what students have learnt to enable informed judgments to be made for
reporting to stakeholders or to guide future teaching. At its core, assessment is concerned with the collection
of learning achievement evidence and appraising it in the context of defined learning outcomes. Reporting
is defined as the process through which individual student learning outcomes are communicated to
stakeholders and is most familiar in the form as, end of term report cards and parent/teacher interviews.
Taken together, assessment and reporting play key roles in the classroom curriculum process as they are
informing of future curriculum developments, and create an accountability interface for stakeholders.
1. What is meant by ‘feedback’?
2. How often should students be provided with feedback?
3. What are the specific attributes of ‘feedback to students’ that a teacher must use
for learning improvement?
4. How does a process of reporting mesh with the premise of feedback?
5. If you are reporting to a parent on a student’s progress, in a given subject area,
what would you use to reference such reporting decisions? Why?
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