Australian Professional Standards for Teachers

Using ICT to teach Languages


About this Illustration of Practice

In this Year 12 language class, ICT is used as a diagnostic tool to informally assess students understanding of the vocabulary required for an oral assessment. The teacher draws on students’ prior knowledge and understanding with the use of ICT. With the use of hand-held devices and an interactive whiteboard, she is able to assess, provide feedback and report back instantly. The ICT helps the teacher easily check off what the students know and are able to do. It provides a concrete example of learning and it can show growth and achievement over time.

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 2
Know the content and how to teach it
Focus area 2.6
Information and Communication Technology (ICT)
Career stage
Proficient
Descriptor
Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
  1. What formal and informal processes do you use to assess student learning?
  2. How can ICT enhance assessment of student learning?
School
Emmaus College (Burwood)
Victoria
Year level
Year 12
Related subject
Languages
Technologies
Stage of schooling
Secondary
School type
Non Government
School location
Metropolitan
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Emmaus College is a co-educational Catholic secondary school, 7-12 located in metropolitan Melbourne.  The teacher is the learning area Leader for Language at the Senior Campus. She plans the lesson to conform to the schools’ commitment to achieve deeper learning, gradually leading her students from basic revision and learning to higher order thinking tasks. She uses a software program to promote full-class participation and engagement throughout the lesson, while encouraging ongoing, real-time assessment of student progress.  She gives students constructive feedback during the lesson and provides time for them to evaluate their own learning.

Content provider
Organisation
Catholic Education Office Melbourne (CEOM)

© 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 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.