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Assessment Task 2 Professional Portfolio
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Assessment Task 2: Professional Portfolio
After assessing the performance of the students, I try to undergo the process of self-assessment that can help me to analyse my own performance as an educator. In the self-assessment process, the most important step is to consider the performance of all my students. In case the overall performance of the students has a huge difference, it reflects my inability to impart the learning outcomes and knowledge effectively. Moreover, it is essential for me to develop a programme that can help all the students to understand the curriculums in the same manner (Adams & Bell, 2016). This would help in reducing the performance gap of all the students. Moreover, I refer to the feedback received from all the students to find out my areas of strengths and weaknesses. In addition, I usually take the TSAT (teachers Self-assessment tool) developed by Australian Institute for Teaching and School Leadership (AITSL). The results from this test help me evaluate my own performance and understand the areas of improvement. Other than this, when I check the assignments of my students, I mention about the positive and negative points along with the sections that impressed me. In Appendix 1 and Appendix 2, the snapshot of my comments on my student’s rubric has been attached. This reflects my attentiveness towards even the minor details of the work done by my students. It is highly essential for me to make sure that I am able to give my best towards assessing the performance of my students so that it can help me to improve my own performance.
Apart from the classroom learning, it is essential for me to ensure that along with improving my own performance to improve the wellbeing of the students and include them in all the activities. I aim at teaching them about the embedded policies and regulations of the classroom behaviour and values. It is important for me to create opportunities for the students so that it can motivate them to contribute towards their future development (Solis et al., 2012).
Given below is the timeline of my areas of improvement-
| Basis | Area 1 | Area 2 |
| Areas of Improvement | Lack of understanding about student psychology | Lack of leadership skills |
| Activities | Training Sessions for understanding about the student psychology | Leadership training sessions to develop leadership skills |
| Time | 6 months | 6 months |
| Cost | $500 | $700 |
| Location | Melbourne | Melbourne |
| Resources | The resources would be provided by the training institute | The resources would be provided by the training institute |
Table 1: Timeline for professional learning programme
Cheng, G. (2014). Exploring students' learning styles in relation to their acceptance and attitudes towards using Second Life in education: A case study in Hong Kong. Computers & Education, 70, 105-115.
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9-27.
Page, T. (2014). Application-based mobile devices in design education. International Journal of Mobile Learning and Organisation, 8(2), 96-111.
Ryan, M., & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development, 32(2), 244-257.
Appendix 2- Student’s Rubric
Appendix 3- Lesson Plan for Visual Communication
| Visual Communications | |||
Location:C21 |
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| Learning Objectives | § Students to incorporate Design Elements & Principles in their designs |
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| Learning Outcomes | § Students should understand the importance of Annotations during the Design Process. § Students will have a completed Logo & Business Card by the end of these sessions, through the use of Adobe Illustrator. |
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| Equipment and Resources | Examples of Logos and Business Cards |
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| Time/Duration | What I will do | Resources Needed | Learning Outcomes |
Session 1 |
Refresh their memory on Design Elements & Principles Give handout for Visual Communications (Ask them to stick it in their workbooks) |
§ Projector § Handouts |
§ To understand a design bried |
Session 2 |
Give out the design process sheets Ask them to take out the design brief, design elements & principles and design process sheets 5 mins for them to do brainstorm Research, how to do it. |
§ Scissors § Paper |
§ Learn how to do the research and generation of ideas stage |
Session 3 |
- How to apply annotations Check their research individually. Illustrator tutorial? Homework |
§ Illustrator tutorial PDF § GOI examples |
|
Session 4 Double |
Remember references and annotations. Whether students are UNSURE about annotations. Remember, they HAVE TO FOLLOW THE DESIGN PROCESS WHEN DOING DESIGN WORK. If they have not completed the previous steps, they will have to complete it first before moving on. Must finish AT LEAST their logo development BY MONDAY, because we’re going to finalise and print on Monday |
§ Spare USBs § Youtube tutorial § Spare sheets § Order |
§ |
Turn on computers and put Zen of pen Refresh on Illustrator tools Go around and give out templates. Print and Frame if anyone is up to that. |
§ Example for refinement § Template for business cards |
§ | |
| Your reflection and feedback on the Unit | |||
