Part A.
3 AITSL Professional Learning Plan
AITSL Graduate Standards
(Specific to standard 5)
Standard 5: Assess,
provide feedback and
report on student
learning.
5.2 Provide feedback to
students on their learning.
My goals for this area
Short term goal:
I can give students accurate verbal
and written feedback that includes
an area of improvement and how it
can be improved.
How I will develop my
capabilities
Skills, attitudes and
understandings.
- Assess individuals and class as a
whole against objectives that are
relatable and clearly understood by
all.
- Ask students on how they feel
about the assessments and
activities I provide and describe
how well they believe they
achieved
- Ask my mentor teacher provide
feedback on my feedback giving
Indication of success in goal
- Students are able to understand
the feedback I provide and then
work towards improving in
suggested areas.
- View feedback as an important
and continuous aspect of education
and reflect this in practice.
- Describe feedback about students
to my mentor teacher upon request
and provide suggestions in areas of
improvement.

5.3 Make consistent and Short term goal:
comparable judgements. Engage in moderation and
assessment collaboration and
express justified descriptions on
student learning.
ability and seek guidance on where
and how to improve.
- Seek further development on
feedback strategies and feedback
types from peers, mentors,
supervisors and further studies.
- During my next professional
placement, ask the mentor if she
can describe her assessment
philosophy and reasoning behind
decision making.
- Have a positive attitude towards
assessment and develop
confidence in my judgements.
- When describing my decisions
and judgements, seek feedback
and reassurance from my mentor
and supervisor to better develop
overall.
- Written and verbal feedback for
each student are related and
similar in description.
- Have well-formed feedback cycles
that can be applied and referred to.
- I have developed a hands on
understanding behind moderation
and teacher cooperation for
assessment creation.
- My decisions are justified with
experience, study and evidence in
relation to student learning.
- I can describe my own philosophy
behind student learning and
engaging, effective assessment.
5.1 Assess student learning.
5.5 Report on student
achievement.
Long term goal:
When I complete this degree I will
be efficient, justified and have
strong understanding of
assessment types and their use.
Long term goal:
By the end of my teaching
internship I will actively complete
an effective long term grading
process for my class with reporting
and evidence.
- Develop an outlook on
assessment that is often student
centered and for learning rather
than of learning.
- Combine opinions, examples and
experiences from my mentor
teachers and supervisors into my
own assessment philosophy.
- Make accurate decisions about
what assessments to complete and
how they will be completed.
- Practice using different types of
assessment in various situations
and with defined purposes.
- Build a strong relationship with my
mentor teacher and ask for their
insight into my assessments and
student grades.
- My assessments will be effective
in evaluating individual students
learning.
- I have objectives in class and
assessment that are relevant to
students and assist in their
development.
- The assessment I create can be
adapted to different learning styles
and situations.
- I feel confident in explaining
assessment to students, peers and
parents in a way to better educate
them.
- Mentor teacher invites me to
participate in completing end of
term reports, comments and major
assessments.
- During my next professional
placement (3rd year), ask my
mentor for ideas on potential
grading processes and reliable
report examples.
- Form my own classroom
expectations during both
professional placements and link
grading to them.
- Collect ongoing evidence of
student work in the form of
completed projects and individual
student portfolios.
- I can represent classroom and
assessment expectations in a clear
and consistent manner.
- I contribute to engaging
conversations and collaborations
with my mentor teacher, supervisor
and fellow staff.
- Have rubrics and objectives that
are linked to curriculum standards
and are easy to understand for
staff, students and parents.