Evidence 10: Reporting 

(5.1, 5.2, 5.3, 5.4, 5.5)

Annotation: A large aspect of teaching and working in a school is accurately, fairly and consistently reporting on student achievement. Prior to any assessment, topics are clear and well defined- always being brought back to which assessment in the semester they will fall in (sometimes it is both, such as performance skills). Topics are simultaneously scaffolded and taught in a way that also offers extension, for those wishing to peruse it and dig a little deeper. I always provide opportunities for students to submit draft rehearsal work prior to the submission of the final assessment which allows me to provide real time feedback so they improve can their final piece. I allow for peer review (watching certain sections of the piece as it is being evolved and refined in the devising and making stage) and I offer drafting processes through any written work. Feedback is developed organically across the learning journey; with detailed comments (provided either verbally or via email) to assist them in improving and learning before the final submission date for the assessment. I consistently use the phrase "evolutionary feedback" to encourage peer feedback. These are all key strategies in holistically assessing student learning (5.1)- as they happen prior to performance conditions which can occasionally cause unintended consequences or challenges for various students. Following submission, I return rubrics and marked assessment within the stipulated 2 weeks. The feedback provided is targeted to areas of improvement and acknowledgement of student achievement (5.2). Our department has a hearty moderation process where we either attend in person or watched the filmed performances of all other classes in our department (5.3). Student surveys are conducted at various points throughout the course and are usually placed at the beginning, middle and end of a sequence. These are interpreted both independently and as a department and changes are making to the scope and sequence, activities, lengths and timeframes accordingly (5.4). My reports on student achievement are well received by parents, as I can show the forms filled out by their child at the various stages of learning, in order for a parent to see first hand if a child has been able to evolve their understanding. I have video records of performances (safely and ethically stored for moderation purposes) and other tangible forms of evidence, which indicate student achievement across my courses. It also provides them with clear insight into the multiple strategies I use to develop student learning and experience. My records are well kept and my reports are timely and accurate (5.5). 

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The evidence provided shows the extensive feedback and grades for the student as well what the final report looks like when entered into synergetic. 

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