EVIDENCE SET 3
(TPA 5)
Assess, Provide Feedback and Report on Student Learning
INTRODUCTION
This Evidence Set 3 refers to Teacher Performance Assessment 5 (TPA5) which focuses on providing valid, reliable and fair assessments and feedback to students on their learning and capabilities.
CONTEXT
The following set of evidence demonstrates my understanding of the context and requirements to create fair, valid and reliable assessments and feedback on students’ learning.
The following examples of evidence address these APST focus areas:
3.6 Evaluate and improve teaching programs
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
7.3 Engage with parents/carers
Interpreting Data
These are two tables I used to document any information I had gathered on my students from One Plans (NCCD, 2020), Case Files, DIBELs assessments (University of Orgeon) , School Attendance Records and previous assessment information. I used this information to help me make informed decisions on what skills I needed help students build, based on their One Plan Goals, such as literacy (both writing and speaking), confidence and social skills (such as emotional intelligence, self-awareness and the ability to read others' facial and physical expressions). The low attendance rate was also something that I would need to consider for assessing students.
(Focus Area 5.4).
Previous Assessment Data to Improve Teaching Programs
This is an example of three students' previous assessments from my mentor. I used this information to consider what skills students needed to build on, which students were to be modified in their assessments and how to write reports in a constructive and supportive manner. (Focus Area 3.6, 5.4).
Goals for Assessments
This evidence shows my ability to use the data I had gathered about my students to make clear goals to improve learning and assessment outcomes. It also demonstrates my understanding of what students understood and could do and the assessment strategies I would employ in class.
(Focus Area 3.6, 5.1).
ACTION
This section demonstrates my capabilities in consistently and accurately assessing and providing feedback to students in a valid, reliable and fair method (Popham, 2017).
The following examples of evidence address these APST focus areas:
3.6 Evaluate and improve teaching programs
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
7.3 Engage with parents/carers
Assessment Tool
This is an assessment tool I designed in alignment with the Year 7 Drama Australian Curriculum (ACARA, 2025) criteria of Developing Practices and Skills AC9ADR8D01 (Voice, Facials and Body) and AC9ADR8D02(Reflecting on their own and other's drama choices) and Creating and Making AC9ADR9C01 (devising drama applying conventions relevant to the style of Parody). I used this at the end of every lesson to evaluate students' progression and ascertain teaching goals for following lessons.
(Focus Area 5.3).
Student Assessment Task Sheet
Written in larger font with simple instructions for diverse learners, this assessment task sheet was used to instruct students on the learning intentions, success criteria and goals for the unit. The rubric also assisted me assessing student learning as I was more focused on the building skills described in each dot point through diagnositc, formative and summative assessments.
(Focus Area 5.2).
Diagnostic Assessments
This evidence details how I used a diagnostic assessment facial expression exercise to focus students, analyse their readiness for learning and build their performance skill
(Focus Area 5.1).
Formative Assessments
This evidence set is a collection of written comments given to students based on me formatively assessing their learning and my self-reflection on formative assessments. To encourage student interest in drama and to build their confidence, it was important to provide consistent, constructive and positive feedback to improve their learning. I gave feedback on script drafts, observations during activities and catching students when they were engaged in tasks. Feedback took the took the form of positive reinforcement, check-ins, verbal and written constructive comments and questions to evoke critical and creative thinking. More importantly, I encouraged students to self-assess themselves and others so that they took ownership of their learning.
(Focus Areas 5.1, 5.2).
Formative Assessments
(Journal Entry by Peta Shannon)
Students are motivated to work at their best when they see others given encouraging feedback from me. This was particularly seen with Student A, when he was rewarded for participating, he was more interested in trying again. Catching Student E sticking to task and offering non-verbal cues such as thumbs up saw him also work harder to concentrate and encourage others to do so.
Students work even better when they learn to self-assess. During lessons students are given two questions: What did I do well? And What do I need to improve on? The first question builds students’ confidence and self-awareness as the second enables them to think critically and set goals for the next lesson. At the end of each lesson I will facilitate these questions to every student.
Letter to Parents/Caregivers
Dear parents/caregivers,
Please allow me to e-introduce myself, my name is Peta Shannon, pre-service teacher currently completing my Masters of Secondary Teaching Degree at Flinders University. I am currently on placement at XXX teaching Drama to the Year 7s, under the guidance of XXX.
The Year 7s have worked very diligently on their TV Parodies, including writing their own scripts, working with their scene partners and developing skills in facial expression, body language and voice. Through Drama, the students are building valuable life skills such as communication, resilience, creativity, and confidence. All students are building these each lesson which is wonderful to see.
To complete this unit of work, the students will be performing their scripts to camera, editing the footage and evaluating their learning in class. Rest assured, I have been given the consent from XXX and the list of those of you who have given permission for their child to be filmed. For child protection and safety, I will be using the school cameras and software and once editing is complete, original footage will be erased. The final video will be given to the front office, should you wish to view the footage at any time.
I am writing to inform you that on Thursday students will be performing their TV Parodies to camera and will be assessed on the process. It is important all students attend to support each other in this summative task. In doing so, students will further build their skills in communication, creativity and confidence.
I understand students may feel nervous, however, with courage I look forward to them completing this unit of work, in which they all should feel proud.
If you have any questions, please contact me or XXX.
I look forward to seeing your child shine next Thursday.
Kind regards,
Peta Shannon
Masters of Secondary Teaching
Student ID: XXXXXX
Email: XXXX
Letter to Parents/Caregivers
This type of letter to parents/caregivers is written in a way to build trust and confidence in my teaching through credible statements, encouraging comments and ethical procedures. The letter is aimed to encourage student attendance through building excitement and confidence in the skills that students will benefit from the Drama class and performance. It also aims to build trust that the integration of using a digital camera and editing software will be safely administered to prevent outside access. (Focus Area 7.3).
Assessment Tool
This assessment tool was very useful as it was measured against the rubric: 1. Experimentation of processes such as script writing or technologies (Script Writing), 2. Ability to apply skills of drama (Voice, Facials, Body) and 3. Feedback on own and others’ work using growth mindset (Self-Reflection). It was used for me to make consistent, fair and comparable judgements from where each student began and how they were progressing in their learning journey towards achieving their personal goals. Fairness was essential here, as students with a disability needed to be assessed on their own potential rather than against other students, as their standards would be very different to others, such as some were unable to vary their facial expressions and voice but a subtle attempt would see the student achieve a higher grade.
(Focus Areas 5.1, 5.3).
RESULTS
The following set of evidence includes the final summative assessment reports on students’ capabilities and learning to parents /carers.
The following examples of evidence address these APST focus areas:
3.6 Evaluate and improve teaching programs
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
7.3 Engage with parents/carers
Student Reports
Using Rubrics
This evidence demonstrates my ability to determine where to place the student's grade based on the number of descriptors highlighted e.g. two descriptors within an C and one within a C band would result in an C grading. The rubric was sent to parents/carers and was a useful visual tool to help them understand reasons for the final grade. (Focus Areas 5.5, 7.3).
Comments
This evidence shows my ability to communicate to parents/carers the progression of students' learning and the areas for improvement. It uses the sandwich method (positive, constructive, positive feedback).(Focus Areas 5.5, 7.3).
Teacher Comments
This evidence demonstrates my ability to provide further comments for future teachers to understand the assessment process and to make informed decisions in teaching and assessing students in future lessons
(Focus Areas 3.6, 5.5, 7.3).
Improving Teaching Programs
This evidence shows how I had considered methods to evaluate my own teaching. The Parody check-list was designed for students to fill out areas in which they felt they understood and the exit slips were used to give me feedback from the students themselves to see the effectiveness of the unit and ideas for future lessons.
(Focus Area 3.6).
EVALUATION
The following set of evidence includes self-reflection, and feedback from my mentor analysing the assessment and feedback process. It also showcases suggested strategies to improve future practice to continue to ensure assessments are valid, reliable and fair.
The following examples of evidence address these APST focus areas:
3.6 Evaluate and improve teaching programs
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
7.3 Engage with parents/carers
Improving Teaching Programs
This evidence shows how I was able to evaluate what areas could have been improved such as time, expectations and planning for student absences. This would be useful for future planning
(Focus Area 3.6, 5.1).
Areas for Improvement
(Journal Entries by Peta Shannon)
Learning Gaps
Gaps in student learning were due to absences and the limited time students had to work on the unit. With more time, students would have improved on their acting capabilities to exaggerate their characters more effectively.
Based on students’ performance, explain how you would make improvements to your teaching and assessment plan?
Due to the level of absences, if this unit were to be covered again, I would extend it over ten weeks and provide a script for the students or have them create one as an ensemble, rather than individually as this took a lot of time. More lessons could then be spent on the application of the script (building performance skills).
Is the level of challenge appropriate?
The level of challenge was appropriate for this year level but needed more time to see students reach their full potential.
Conclusion: Assessment for Teaching
Reflect on how you could have improved the task and your teaching.
My focus was on four ACARA achievement standards. This felt like a lot to achieve in a short amount of time. I could have improved the task by simplifying the expectations by focusing on one or two achievements such as AC9ADR8D01 and AC9ADR8D02, rather than all four.
Student Success
(Journal Entries by Peta Shannon)
Assessment Success
I feel I was very good at engaging students through the explicit teaching, diagnostic drama activities, role modelling and encouraging them as they applied their learning through their practical skills. I was able to cater to each individual students’ needs, assess them as individuals against their previous results and assist them to achieve their individual goals.
FINAL STATEMENTS
In the short space of time, I am very pleased with their progression as they have grown in confidence and learnt how to work as an ensemble, follow instructions, make critical and creative decisions and assess their work, adapt their voices, gestures and body language to build characters, show respect for each other and me as their teacher. They were a delight to teach and will be missed.
Student Success
This evidence demonstrates my ability to assess the effectiveness of my teaching. The successful strategies I implemented would be useful to consider for future lessons and new cohorts.
(Focus Areas 3.6, 5.1).
The Graduate Teacher level APST focus areas addressed in this Evidence Set are: 3.6, 5.1, 5.2, 5.3, 5.4, 5.5 and 7.3
To view how my teaching addresses the APST focus areas, click on the evidence listed below:
PROFESSIONAL PRACTICE
3 Plan for and implement effective teaching and learning
3.6 Evaluate and improve teaching programs
(Evidence 46), (Evidence 47), (Evidence 54),(Evidence 55), (Evidence 56), (Evidence 57)
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
(Evidence 47), (Evidence 50), (Evidence 51), (Evidence 53), (Evidence 56), (Evidence 57)
5.2 Provide feedback to students on their learning
(Evidence 49), (Evidence 51)
5.3 Make consistent and comparable judgements
(Evidence 48), (Evidence 53)
5.4 Interpret student data
(Evidence 45), (Evidence 46)
5.5 Report on student achievement
PROFESSIONAL ENGAGEMENT
7 Engage professionally with colleagues, parents/carers and the community
7.3 Engage with the parents/carers
(Evidence 52), (Evidence 54)
STANDARDS
REFERENCES
-
Australian Curriculum Assessment and Reporting Authority (ACARA) (2025) https://www.australiancurriculum.edu.au/
-
Australian Institute for Teaching and School Leadership (AITSL) (2017) Teacher Standards https://www.aitsl.edu.au/standards
-
Government of South Australia Parent Engagement Framework
-
National Consistent Collection of Data on School Students with Disability (NCCD) https://www.nccd.edu.au/sites/default/files/2020-
-
Popham, W. J. (2017). Classroom Assessment: What Teachers Need to Know (8th ed.). Pearson Education
-
Tierney, R. D. (2014). On the Role of Teachers' Professional Identity and Well-Being in Their Professional Development. Frontiers in Psychology, 13, Article 913708.
-
University of Oregon. Dynamic Indicators of Basic Early Literacy Skills (DIBELs)