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Whitney Westrope
Professional Portfolio
Assess, provide feedback and report on students learning
5.3 Make consistent and comparable judgements
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
As a Kindy team, we sat down and compared the name writing samples and pencil grip from Term One and Term Two. It was hoped that through investigation opportunities, daily name writing in the morning and targeted intentional teaching moments through out the day, that there would be improvement. We looked at letter formation (starting point, parts of the letter included) as well as pencil grip (grasp and action when writing). We also looked at whether the student was able to recognise their name when picking it off the name tree and compared this to the previous term.
We started with the checklists that were recorded and then looked at student samples and photographs.
Term One Term Two
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We could see that for most of the students there was an improvement in either their ability to form some of the letters of their name, developed a stronger grip or ability to recognise their name. For some students there was not much notable improvement so we decided to implement more of a focus on these students in the morning name writing exercise as well as give them more opportunities to practice this skill through their own investigations and play time. It was also noted that these students were ones that were identified as needing intervention through the OT screenings. Therefore, more gross and fine motor experiences will be placed into our planning and these students will be a continued focus.
EYLF Outcomes: 4.2.5, 4.3.2
NQS Quality Areas: 1, 3, 4 & 5
Domains: Personal, physical, cognitive.
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