Australian Professional Standards for Teachers

Flash dance


About this Illustration of Practice

A teacher of a year 11 Dance class describes the assessment practices that are used within her class and by her Arts team at a senior secondary college. Assessments are based on clearly expressed rubrics that have been created and validated by the teaching team. The teacher links these within her teaching to specific learning goals. Summative assessments are moderated within the school by the team and tested at a Dance Practical Moderation Day involving a number of schools. The teacher articulates how such assessment moderations ensure equity and academic rigor.

Standard 5
Assess, provide feedback and report on student learning
Focus area 5.1
Assess student learning
Career stage
Proficient
Descriptor
Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
Other descriptors
Standard 5
Assess, provide feedback and report on student learning
Focus area 5.3
Make consistent and comparable judgements
Career stage
Proficient
Descriptor
Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning.
  1. How do you use formative assessment to improve student learning outcomes?
  2. What are the characteristics of effective assessment moderation?
  3. What parts of the curriculum that you teach would be appropriate for students to undertake practical assessments?
School
Gungahlin College
Australian Capital Territory
Year level
Year 11
Related subject
The Arts
Stage of schooling
Secondary
School type
Government
School location
Metropolitan
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Gungahlin College is a senior secondary school for years 10–12 in the ACT. It has over 800 students studying traditional and vocational studies. The school includes a performing arts theatre with dance and drama studios. It also has high standard music and arts facilities. This visual and performing arts focus allows teachers at the school to work collaboratively within the discipline in areas such as planning, evaluation and assessment.
Content provider
Organisation
Education Services Australia

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 31 December 2016, provided you retain this notice and all acknowledgements associated with the material.