Professional Studies and Evaluating Learning

EDP323

Assessment 2: Planning, Assessing, Record Keeping

and Reporting

Anneliese Wakely

18329447

Link to ePortfolio: https://teachingportfolio157.wordpress.com/assessment-2-

planning-assessing-record-keeping-and-reportin/

Task 1 – Part AAITSL Graduate Standards

Standard five title: Assess, provide feedback and report on student learning

1Low

2 3 4 5 6 7 8 9 10High

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

☐ ☐ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☒ ☐ ☐

5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

☐ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐ ☐

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

☐ ☐ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐

5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

☐ ☐ ☐ ☐ ☐ ☐ ☒ ☐ ☐ ☐

Becoming ‘assessment literate’ involves understanding assessment related

knowledge, skills and attitudes which is an important component of teacher

education. Popham (2009) believes teachers can fulfil their roles as advocates for

learning by being assessment literate. Teachers who are assessment literate are

effective within all facets of assessment, including designing and implementing tasks

to challenge students, seeking information from students about their learning,

understanding and reviewing their own teaching practices and understanding the

importance of reporting.

The Australian Institute for Teaching and School Leadership (AITSL) outlines the

expectations that are important for quality teaching, including the area of

assessment. AITSL Standard 5.3 outlines and expects graduate teachers to

“demonstrate understanding of assessment moderation and its application to support

consistent and comparable judgements of student learning”, (AITSL, 2011) making it

important graduate teachers understand the importance of assessment moderation.

Brady and Kennedy (2012) recognise the ultimate goal of reporting is to enhance

student learning. It is important for teachers to understand the process of reporting

and how this applies in AITSL Standard 5.3.

Moderation of classroom assessment and processes is an important aspect that

contributes to the reporting process. Moderation refers to the “process of ensuring

common standards” across school assessments (Readman & Allen, 2013, pp. 236).

Moderation occurs when teachers engage and collaborate to discuss and develop

consistency with the school and state standards. Readman & Allen (2013) promote

the idea of teacher collaboration to moderate and make comparable judgements.

Moderation provides benefits for teachers as it allows them to refine their practices

and develop insights into their students learning needs.

As shown in the above rating scale of the AITSL Standard 5.3, I need to develop

greater proficiency in this standard and aim to improve in this area during my

upcoming practicum placement. I think it is important that I can appropriately

collaborate with staff members during placement and in the future, to moderate

assessments and adequately judge student assessment work to meet these

standards. To try and improve in this area, an overall goal is to communicate with my

mentor and supervisor teachers to discuss this area and the best ways to develop

assessment moderation, build confidence and how to judge students work fairly. I

believe by having engaging conversations and learning from their experience will

assist in developing my knowledge and expertise of this standard. I think it is

important to participate in assessment moderation activities where possible to further

develop in this standard. During placement, I will suggest cross marking

assessments with my mentor teacher to gauge further understanding of reporting

techniques. The Australian Council for Educational Research (ACER) recognises the

quality and consistency of judgement is important (ACER, 2007) making it imperative

to develop effective approaches to improve consistency of teacher judgements.

Learning strategies and techniques for consistent marking and judgement from my

mentor teacher will assist in developing my understanding and ability to implement

this standard. Through communication, cross marking and participation with my

mentor teacher during practicum placement, I believe my goals will be achieved and

noticed if I can make similar judgements of students’ work as my mentor teacher.

This will show consistency in assessment which is important in the achievement of

comparable outcomes. The Department of Education, Training and Youth Affairs

states the key to “achieve consistency is the requirement for confidence in the

assessment process” (Department of Education, Training and Youth Affairs, 2001,

p.1). Through these learning strategies, methods and techniques, my confidence and

abilities should develop, preparing me to be consistent and confident in preparing,

conducting and reporting on assessments.

Task 1 – Part BBRITE Module

BRITE (Building Resilience in Teacher Education) is a program to help pre-service

teachers develop skills and practices that facilitate resilience in their teaching career.

There are five online modules as part of the program that address building resilience,

relationships, wellbeing, taking initiative and emotions (BRITE, 2016). The program

is connected to the AITSL at a graduate level.

The American Psychological Association (APA, 2014 as cited on BRITE) defines

resilience as “the process of adapting well in the face of adversity, trauma, tragedy

and threats of significant sources of stress”. Being resilient can be demonstrated by

how well one can cope with changes or challenges and how well they can bounce

back from these challenges (Cahill, 2005 as cited on BRITE). One’s level of

resilience can affect their mental health and wellbeing so it is important teachers

understand these areas and how to develop resilience to maintain their wellbeing.

Teachers will face many challenges in their career and personal lives, so it is vital

they can be resilient through these challenges for their own health and wellbeing.

Under difficult circumstances, teachers can draw upon their support networks and

resources in the workplace to support them. Drawing on these networks and

resources can provide positive resolutions for problems and may assist them in

feeling more positively towards effectively managing challenging situations in their

life, whether personal or in the classroom or school. The Commonwealth of Australia

identifies mental health as embracing a holistic sense of physical, social, emotional

and spiritual wellbeing. Overall wellbeing is important for students, teachers and

school communities. It is important teachers take care of their own wellbeing as well

as their students. The resilient and wellbeing modules of BRITE interweave as one’s

resilience levels can impact their social, emotional and mental wellbeing.

It is important teachers take an active role in promoting resilience in students for their

wellbeing. Developing resilience in schools can contribute to a healthier, happier

environment (Commonwealth of Australia, 2005). Students who display resilience

have positive benefits on their academic performance, school behaviour and

relationships (Mind Matters, n.d). It is important to build resilience at school to

develop knowledge, skills and confidence. Building resilience should be based on

positive, personal resilience as well as resilience towards academia, including

assessments. Assessments can cause feelings of stress and anxiety in students. If a

student performed poorly on their assessment, this may lead to negative feelings

and cause the student to become despondent. Teachers should incorporate

cognitive behavioural approaches to assessment, to help students think in more

helpful ways, to manage their emotions and behaviour towards assessments.

Mansfield, Beltman, Price & McConney (2012 as cited on BRITE) identify four main

dimensions that attributes a resilient teacher. These dimensions include motivation,

professional, emotional and social. A resilient teacher can demonstrate persistence

in overcoming challenges in the classroom or school and does their best to start

each day with a positive attitude. Showing professional-based resilience includes

being organised in the classroom, being flexible and adaptive. A resilient teacher

should be able to show emotional strength to manage their emotions, deal with

stress whilst maintaining a positive and optimistic attitude. Lastly, teachers who build

relationships and support networks have these social aspects to lean on others to

seek help and take advice. Mansfield et. al. (2012 as cited on BRITE) highlight the

complexity and potentially individualise nature of resilience through these four

dimensions. Being resilient is a complex area but is vital for teachers to develop as

this is an important aspect in their careers and personal lives.

During placement, I believe a main focus is on developing my resilience as a teacher

also to ensure my overall wellbeing. I will be dealing with an entirely new age group

and expect to be thrown into an array of situations that will be new to me that will

make me feel nervous. I believe I need to take initiative and jump into these

situations with a positive approach to develop my teacher resilience. This might

involve reframing how I think and communicate difficult situations. Most importantly, I

need to keep my priorities in focus as they come and to not stress on things I cannot

control. I also need to keep my emotions in check. Practicum placement should be

an amazing, eye opening experience but there is undoubtedly going to be situations

I’m not sure how to deal with so I think it’s important to find self-control to manage

my emotions and use these in productive ways.

My development of resilience as a teacher will continue to grow over time and with

more experience. As a long-term goal, I need to always remember the positive

situations and moments that have led me to my progression as a teacher. It is

important to maintain school relationships and ensure they are strong and stable. I

believe building a continuing relationship with mentor and supervisor teachers can

assist in developing my confidence, motivation and optimism. This is something that

will develop as I progress through my degree and have further practical experience.

Backward Design What’s with the weather?

Year Level: 1 Teacher: Miss A WakelyFocus Curriculum Area (s): Science, Literacy & Art Duration: 4 weeks

STAGE 1: Desired Results

General Capabilities (GP)

☒ Literacy ☐ Numeracy ☒ ICT ☐ Critical and Creative Thinking

☐ Ethical Behaviour ☒ Personal and Social

☐ Intercultural Understanding

Cross-curriculum Priorities (CCP)

☐ Aboriginal and TSI

Histories and Culture

☐ Asia and Australia’s Engagement with Asia

☐

Sustainability

Year Level Content Descriptors

Learning area 1: Observable changes occur in the sky and landscape (ACSSU019)

Learning area 2: Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021)

Learning area 3: Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

Learning area 4: Write using unjoined lower case and upper case letters (ACELY1663)

Learning area 5: Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)

Year Level Achievement Standards By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things.

Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others.

Learning area 1: Observe and describe changes in weather Learning area 2: Characteristics of weather

Learning area 3: How to use basic creative tools to measure weather (wind direction and type of weather)

Knowledge Students are to learn: recording short term patterns of events that occur in the sky, such as the cloud

movement types of weather and their characteristics three types of clouds the basic principles of the water cycle How weather can change and affect people’s daily lives participating in informal and structured class, group and pair discussions

about content area topics, ideas and information

Skills identify basic weather symbols differentiate and describe different types of weather participating in informal and structured class and pair discussions about content

area topics, ideas and information Recognise and spell different weather words using unjoined letters Create art pieces as basic weather measurement tools

LEARNING OUTCOMES: Students will be able to...... Observe changes in weather daily and describe the changes that occur Read, write and identify weather words Create various tools to measure weather Differentiate between three different cloud types Understand how weather changes can affect people’s lives.

STAGE 2: Assessment EvidenceSummative Task: Throughout the learning unit, students complete lesson activities and questions that are to be included in their Weather Journals.Upon completion of the unit, an activity sheet is provided to include in the Weather journal which is marked by the teacher to assess student understanding and progression.Students complete the final activity sheet individually. The activity sheet requires students to show written and visual responses (drawings). Each section covers different learning areas from the unitThe first section consists of three questions with students expected to respond with drawings. The second section consists of five questions which require written answers. The last section is a cloze passage. The answers are provided in a box below so students of all literacy abilities have an consistent opportunities.

Assessment Criteria: Can student identify how weather affects people’s lives? Can student identify the characteristics of weather? Can student identify three cloud types? Can student identify the water cycle?

*Assessment recording template: Summative teacher checklist and comments for reporting purposes. This can be made accessible for other teachers or parents/guardians.

Feedback: The weather journals and summative activity sheet will be marked by the teacher and returned with positive, encouraging comments about student effort, understanding and progression. If required, the teacher can provide verbal responses and discuss with students who require further assistance.

Self-assessment: Students will be given an opportunity to review the comments about their work and speak to the teacher if they have questions or concerns.

Other Assessment tasks: *Diagnostic (formal, informal)

1. Activity sheets – informal feedback, questions asked as they are being completed to gauge student understanding2. Discussions during class – informal notes about participation and understanding3. Observation of group and class discussions

*Formative (formal, informal)1. Questioning/Discussions – During group, class discussions and individual work on artworks and activity sheets.2. Immediate teacher feedback – Observation during class discussions of participation and understanding. Feedback will be reported with rewards (merit awards, stickers, stamps)3. Observation during art activities, outdoor activities and individual work

STAGE 3: Plan Learning Experiences and Instruction

Learning Experiences (Diagnostic & Formative Assessment)

Resources

Learning experience 1 – General Weather Topic of weather is introduced with a book being read to students – “Oh

Say Can You Say, What’s The Weather Today?” by Tish Rabe. This allows students the opportunity to think about different types of weather

Have a brainstorming session to identify words related to weather. Write these on the board (later to be transferred to paper and placed on a classroom wall, titled “Weather Wall”.

Ask students to identify any interesting facts about the weather. Students are to complete the activity sheet independently. The activity

requires students to match basic weather words to the pictures. The activity sheet needs to be stuck in their Weather Journal.

Formative: Questioning/discussions to gauge student understanding of the topicDiagnostic: Activity sheet to gauge students prior knowledge Formative assessment: Immediate teacher feedback given to students throughout the lesson.

Book - “Oh Say Can You Say, What’s The Weather Today?: All about weather by Tish Rabe

Activity Sheet – Match the word to the picture.

Whiteboard/Marker Paper/Marker/Laminator Weather journals

Learning experience 2 – General Weather Refer to the Weather Wall to refresh on the topic Ask students to observe the weather outside from the classroom and

have them identify the weather. Each day, there will be a quick observation within the classroom to update the “Today’s weather is..” at the front of the class.

Lesson is focussed on literacy as they complete an activity sheet to identify the correct weather word with the picture and hand writing the word below (to be stuck in journal).

Students to write what type of weather it is outside in their journals

Formative: Observation of activity sheet Activity sheet Marker/Whiteboard Weather journals

Learning experience 3 – How weather affects people The focus of this lesson is on how weather can impact people’s

everyday lives – how it can affect travel, planned activities or clothes they wear.

The lesson is started with the online ‘Dress for the season’ game. As a class, students work together.

On the whiteboard, the teacher draws a table with four columns –

Formative: Exit Card to identify what was learnt and what they would like to learn.Formative: Observation of students working in pairsFormative assessment: Immediate teacher feedback given to students throughout the lesson.

Whiteboard/Marker Butchers paper/Marker

https://www.pbslearningmedia.org/resource/evscps.

sunny, windy, raining, cloudy, snowing. Ask students to identify what types of clothes they would wear and write

these in the columns. The same activity to be repeated with activities that can be done In pairs, students are to discuss what their favourite weather type is and

why. As a group, identify the most popular weather type and create a tally on

the board. In Weather Journal, students are to write their favourite weather type

and one activity they like to do. Students are to complete an exit card and write one thing they learnt

from the lesson and one thing they want to learn.

sci.ess.watcyc.dress/dress-for-the-weather/#.WPX5J1OGMo8

Exit card Weather journals

Learning experience 4 – Weather symbols Students learn to identify the basic weather symbols that will be used

as part of a weatherboard art task. Using the symbols prepared, students will create a weatherboard by

colouring the symbols and sticking these on their cardboard. The symbols will represent sunny, windy, rainy and cloudy weather.

Students cut (with assistance if needed) and colour the arrows and place these in the middle of the cardboard.

Students are taken outside to observe the weather over a 5-minute period to update their weatherboard. These can be placed on the Weather Wall and each day they can update these weatherboards after recess.

Formative assessment: Immediate teacher feedback given to students throughout the lesson.Formative: Observation of students working outside

Cardboard Cut-out symbols – sun,

blowing trees, clouds, rain, arrows

Colouring pencils Glue Scissors Split pins

Learning experience 5 - Wind Begin the lesson with reading the book Feel the Wind by Arthur Dorros

to introduce the topic of wind Discussion can be created by asking questions to get students thinking

about wind – Can we see wind? Can we feel wind? Can wind be measured?

Explain the art activity to students. Students create a wind sock to measure the direction of which wind is coming from.

Formative: Observation of students Book – Feel the Wind by Arthur Dorros

Empty milk carton cut in half

Variety of coloured ribbon Stapler Scissors Chalk

Learning experience 6 - Wind Formative: Observation of students measuring wind

Wind sock

Students are taken outside and explained the basics of North, South, East West. Students can be asked if they know how to identify directions.

N,E,S & W should be drawn on the ground with chalk so students can determine which direction the wind is coming from

Once back in the classroom, a discussion is to be had about which way the wind was coming from and how they could identify this.

Students should discuss new words to describe wind to add to the word wall.

Students to write in their journal which direction the wind came from when testing their wind socks.

Formative assessment: Immediate teacher feedback given to students throughout the lesson.Formative: Questioning/discussions to gauge student understanding of the topic

Chalk Weather journals

Learning experience 7 - Clouds Ask questions assess prior knowledge about cloud types. Students are read a book, Clouds by Anne Rockwell, to introduce the

type of clouds to the class. Students are taken outside to observe the sky/clouds and to note any

changes that occur. As they are observing the clouds, in pairs they discuss which way the

clouds are moving and why they think some clouds might be moving faster than others.

Students are also asked to draw a cloud in their journal Once back in the classroom, introduce three cloud types and identify

these with pictures on the computer/smartboard Students to complete the Cloud activity sheet and cut and paste the

descriptions.

Summative: Cloud activity sheetFormative assessment: Immediate teacher feedback given to students throughout the lesson.Informal: discussion about cloud knowledge to gauge prior knowledge/understanding

Book – Clouds by Anne Rockwell

Pencils Computer/smartboard Weather journals Activity sheet

Learning experience 8 - Clouds Students are asked if they can remember the three cloud types.

Qualities of the cloud types should be discussed. Explain the art activity – students use cotton balls to create the cloud

types and stick on to cardboard. These can be placed on the Weather Wall

Diagnostic: Questioning/discussion to identify cloud type characteristics Formative assessment: Immediate teacher feedback given to students throughout the lesson.

Cardboard Cottonballs glue

Learning experience 9 - Rain Create a discussion and ask students:

Where does rain come from?

Formative: Questioning/discussions to gauge student understanding of the topicFormative: Review activity sheetsSummative: Students to self-mark their

Book – Rain, rain, go away by Melissa Everett

Electric Kettle

How do we know if its going to rain? Read the book to students – Rain, Rain, Go Away by Melissa Everett. View the ABC video on the water cycle. Following the video, ensuring

students have understood the process Teacher to demonstrate how it would work using an electric kettle and

plate (to represent a cloud) above the kettle as it boils so students can observe and explain what happened.

Students are to draw the rain cycle process in their journals and to answer the question provided. As a class, students will mark their rain cycles.

rain cycle drawings Plastic lid/container Computer/web browser Weather journals

http://splash.abc.net.au/home#!/media/30186/where-does-rain-come-from-

Learning experience 10 - Review Discussion as a class as to what they have learnt about weather over

the last few lessons. Students should be asked questions such as: What are some different types of weather How does weather affect people’s lives How many types of clouds did we learn about How did we measure wind?

Students will use Ipads in pairs to create a ‘word cloud’ with words from the Weather Wall

Students will individually complete the summative activity sheet

Summative: Development of journalSummative: Assessment of Activity sheetFormative assessment: Immediate teacher feedback given to students throughout the lesson.

Weather journals Activity sheet Ipads

Records File

1. Summative Assessment Record Keeping

The final summative activity sheet (2 pages) assesses various areas that were explored during the unit. Part of the summative

assessment also occurs through weekly journals with various activities.

This is marked against the below criteria:

Can the student identify how weather affects people’s lives?

Can the student identify the characteristics of weather?

Can the student identify three cloud types?

Can the student identify the water cycle?

What are two activities you can do when it is raining?

1.! 2. What are two activities you can do when it is sunny?

1.! 2. Circle the three cloud types: Puffy cumulus fluffy Stratus cirrus What tool did you create to measure t he direction of the wind? What’s your favourite weather? Why? !!!!!!!!Cloze&Passage&

Activity sheet created by Anneliese Wakely

2.Diagnostic and Formative Assessment Record Keeping

Formative Assessment – all lessonsThis observation template is used in all lessons for various informal formative

observation assessments for all students. Notes can be taken after discussions or as

observing individual or group tasks.

Criteria: This template is used to assess student participation in whole class

discussion, equal participation in pair activity and individual activity. This is also to

record student engagement in individual work and understanding of content.

Observation TemplateStudent Name:

Lesson Learning Area Notes – Participation to discussion, effective communication, understanding of content, participation in individual, group and pair work, asks questions

1 General Weather

2 General Weather

3 How weather affects people

4 Weather symbols

5 Wind

6 Wind

7 Clouds

8 Clouds

9 Rain

10 Review

Formative Assessment – Lesson 1Criteria: This is to assess students general understanding of weather types and matching these to the correct symbol. This shows student understanding of different types of weather

Sunny

Windy

Cloudy

Raining

Stormy

Activity 1 – General WeatherMatch the word to the correct picture by drawing a line from the word to the picture.

Formative Assessment – Lesson 2Criteria: This is to assess students general understanding of weather types and writing. Students are required to match the correct terminology to the image and hand write the words in the space provided.

stormy or rainy sunny or cloudy

stormy or windy rainy or cloudy

rainy or windy

Activity 2 – General Weather1. Circle the word that matches the picture. 2. Write the word on the dotted lines.

Formative Assessment – Lesson 3

Criteria: This is to gauge students understanding of the lesson, to ensure students are engaged and participating in the lesson.

1. What did I learn today?

2. What do I want to learn about weather and how it affects people or places?

Activity 3 – Exit Card

Formative Assessment – Lesson 7Criteria: This is to assess students understanding of cloud types and to appropriately identify the description to the cloud types.

Activity 7 – Types of CloudsCut and paste the description into the correct cloud type.

Cirrus Cumulus

Stratus

Whispy white clouds made up of tiny ice particles. They are high up in the sky

Grey and puffy clouds that look like floating cotton. They are lower in the sky.

Grayish clouds generally cover the whole sky. These clouds look like fog.

Summative Assessment RubricCriteria as outlined in below rubric

RUBRICWhat’s with the weather?

Content Descriptors Learning areas met?Learning area 1 Observable changes occur in the sky and landscape (ACSSU019)

Types of weather and their characteristics – can student identify the characteristics?Can the student identify three types of cloud?Can the student identify and explain the basic water system principles?Can the student describe weather events they encounter in their everday lives?

Learning area 2

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021)

Does the student observe, describe changes in weather and ask questions to develop further clarification or understanding?Can the student respond and dscribe changes in their local environment?Can the student respond to questions, participate in guided investigations of everyday phenomena?Can the student follows instructions to record information and share with others?

Learning area 3

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

Does the student actively participate in whole class discussions?Does the student actively participate in group work?Does the student actively participate in individual work?

Learning area 4 Write using unjoined lower case and upper case letters (ACELY1663)

Can the student copy and write the weather words?Does the student recognise and spell different weather words using unjoined letters?

Learning area 5 Use and experiment with different materials, techniques, technologies and

processes to make artworks (ACAVAM107)

Can the student identify appropriate materials to make artworks?

This four-week unit plan developed for Year 1 students has been largely established from the

Australian Curriculum Science strand. The unit developed focusses on students learning

about weather types and its constant role in everyday life. The unit provides students with a

rich understanding of the basic weather types, how weather can be observed and changed,

how weather impacts what people wear or the activities they can do. All elements of this unit

are looked at with basic terminology to suit year 1 students. This unit provides development

in literacy learning areas as they are required to draw on their literacy skills to engage in

conversations as well as read and write unjoined words relating to the unit. This unit also

provides creative development in the visual arts curriculum as students create basic tools to

measure elements of weather. Throughout the unit, students are introduced to different

aspects that make up weather, so aren’t focused on one area. Students are provided

opportunities to observe and explore outside weather conditions, ask questions, and be

creative with different materials and technologies.

This unit has been developed using content descriptors of the Science Understanding (Earth

and Space Sciences) and Science as a Human Endeavour (Nature and Development of

Science) strands of the Australian Curriculum (ACARA, 2016). The Earth and Space Science

strand consists of one content descriptor, “Observable changes occur in the sky and

landscape (ACSSU019) and the Nature and development of science consists of “Science

involves observing, asking questions about, and describing changes in, objects and events”

(ACSHE021). These two descriptors are the focus for the unit plan with ACSSU019 being the

main area of the unit development. Literacy learning is a highlight of the unit as students are

provided opportunities to “Engage in conversations and discussions, using active listening

behaviours, showing interest and contributing ideas, information and questions”

(ACELY1656). Many of the unit lessons involve discussions and conversations to gauge

student understanding and to develop students to think beyond the lesson and ask further

questions. Students are also provided opportunities to develop their writing skills, with

activities that incorporate “write using unjoined lower case and upper case letters”

(ACELY1663). Lastly, to encourage creativity and create fun, engaging lessons, students are

provided opportunities in the visual arts curriculum strand. “Use and experiment with different

materials, techniques, technologies and processes to make artworks (ACAVAM107). The

visual art lessons allow students to create basic weather measurement tools.

Using a variety of assessment methods helps to meet the requirements and purposes of

assessment. Readman & Allen (2013) highlight the idea that assessment is an ongoing

process and has greater value for learning if it is continuous. The planned unit uses a

combination of diagnostic, formative and summative assessments to gauge and monitor

students understanding and learning through the assessment tasks. Tasks and activities are

aligned to the Australian Curriculum content descriptors outlined in stage one and have been

created to incorporate a range of formative and summative assessments.

The informal diagnostic assessment in lesson one is a simple activity for students to

complete that allows the teacher to see if the student can identify the basic elements of the

unit.

Formative assessment is described as a “learning process” where the teacher collects

progressive information about student’s learning (Readman & Allen, 2013, pp. 81). Various

informal formative assessments occur through discussions, questionings and activities to

support learning. Readman & Allen (2013) also highlight formative assessments help to

engage students more effectively to improve and reflect on what they have learnt.

The formative aspect of assessment occurs throughout the whole unit through class

discussion, verbal feedback and guidance during activities. During the lessons, other forms of

informal formative assessments includes the teacher observing students working in pairs and

recording information of student participation and understanding of the task at hand.

Questioning and discussion allows for students to receive immediate feedback assisting them

in the direction of the learning goals. The art lessons provide an engaging, fun and rich

creative way of informal assessment. The art works can be used as measurement tools.

They are required to use various materials and techniques to create this which provides an

opportunity for creative thinking.

The final summative assessment allows the students to reflect upon the topic and apply

these to real-life situations. The activity sheet is presented in a basic test format and asks

questions that apply to personal situations. This allows students to think and apply the

knowledge they have learnt to what happens in their lives.

Hattie & Temperley (2007) state “feedback is one of the most powerful influences on learning

and achievement”. Feedback provides opportunities to inform students of their progress as

well as offer guidance for further development (Readman & Allen, 2013). Throughout the unit,

students are given verbal feedback during questioning, discussions and group activities.

Immediate feedback provides students with personalized, constructive feedback that can

assist students to further their understanding of the content. During marking of assessments

and activities, written feedback can provide in depth information that can also assist with the

further development. Butt (2010) states assessment is a fundamental aspect of education

making it an integral part of teaching and learning. Providing feedback through formative or

summative forms, allows students to evaluate their learning and set further learning goals or

ask for assistance.

As outlined by Wiggins (2001), there are three stages in the ‘Backward Design Process’. The

first stage is to identify the desired results that outlines what students should know,

understand and can do. The first stage considers the goals, learning content and curriculum

strands. To develop this four-week unit plan, upon selecting a main learning area I applied

the first stage to decide the overall learning goals from the Australian Curriculum content

descriptors. The second stage includes determining acceptable evidence to question how

teachers will know if students have achieved the desired results. The second stage

incorporates collecting evidence of understanding and include appropriate assessment

methods to measure student progression. This stage allows for in depth thinking to provide

engaging, rich and relevant assessments as well as later developing learning content. Once

the goals and assessments were in place, stage three of planning learning experiences and

instruction occurs. Wiggins (2001) identify several key questions to consider when

determining the learning experiences. These questions include enabling knowledge and skills

in students and applying these to activities that will positively equip students with the correct

knowledge. This design allows educators to think like an assessor (Wiggins, 2001, pp. 12)

prior to planning specific units and lessons. Using the Backward Design approach allowed

me to consider how students will attain the desired objectives.

Readman & Allen (2013) introduce the application of constructive alignment. This occurs

when intended learning outcomes, teaching and learning tasks are completely aligned

(Readman & Allen, 2013, pp. 15). This approach highlights the idea students are more likely

to achieve set learning goals. Following a constructivist learning approach assisted with

planning learning tasks to support this approach and allowed appropriate alignment between

learning standards, tasks and assessments to focus on the key learning goals. Incorporating

the constructive alignment approach ensures the assessment tasks and learning were

integrated into the whole unit.

Evidence gathered from the diagnostic, formative and summative assessment tasks can be

used to cross-check against the rubric. This evidence can then be used for reporting student

performance in yearly reports. School staff and parents can use this evidence to understand

students learning progression and highlight any strengths and weaknesses. It is important

educators include all stakeholders of assessment results to ensure there is an understanding

of the students specific learning goals. The AITSL (2011) expects graduate teachers to

“Demonstrate understanding of a range of strategies for reporting to students and

parents/carers and the purpose of keeping accurate and reliable records of student

achievement” as outline in standard 5.5. Assessment tasks have been planned to ensure

learning can be reported on and constructive feedback provided.

The backwards design approach offers an opportunity to create deep learning experiences,

relevant to real-life situations. Including a variety of formative and summative assessments

ensures students are marked on their understanding and compared to the criteria. The

Australian Curriculum content descriptors, assessment tasks and learning activities are

aligned to ensure an effective unit is in place to provide a sound approach to the learning

content.

References

Australian Council for Educational Research (ACER). (2007). Improving consistency in

teacher judgements. Retrieved from

www.research.acer.edu.au/cgi/viewcontent.cgi?article=1020&context=tll_misc

Australian Curriculum and Reporting Authority [ACARA]. (2016). ACAVAM107. Retrieved

from www.australiancurriculum.edu.au/the-arts/visual-arts/curriculum/f-

10?layout=1#cdcode=ACAVAM107&level=F-2

Australian Curriculum and Reporting Authority [ACARA]. (2016). ACELY1656. Retrieved from

www.australiancurriculum.edu.au/english/curriculum/f-

10?layout=1#cdcode=ACELY1656&level=1

Australian Curriculum and Reporting Authority [ACARA]. (2016). ACELY1663. Retrieved from

www.australiancurriculum.edu.au/english/curriculum/f-

10?layout=1#cdcode=ACELY1663&level=1

Australian Curriculum and Reporting Authority [ACARA]. (2016). ACSHE021. Retrieved from

www.australiancurriculum.edu.au/science/curriculum/f-

10?layout=1#cdcode=ACSHE021&level=1

Australian Curriculum and Reporting Authority [ACARA]. (2016). ACSSU019. Retrieved from

www.australiancurriculum.edu.au/science/curriculum/f-

10?layout=1#cdcode=ACSSU019&level=1

Australian Institute for Teaching and School Leadership. (2011). Australian professional

standards for teachers. Retrieved from www.aitsl.edu.au/docs/default-source/apst-

resources/australian_professional_standard_for_teachers_final.pdf

Butt, G. (2010). Making assessment matter. Received from

www.ebookcentral.proquest.com.dbgw.lis.curtin.edu.au/lib/curtin/detail.action?docID=601664

Commonwealth of Australia. (2005). Promoting resilience and wellbeing. Retrieved from

www.responseability.org/__data/assets/pdf_file/0004/4783/Promoting-Resilience-and-

Wellbeing.pdf

Department of Education, Training and Youth Affairs. (2001). Strategies for ensuring

consistency in assessment. Retrieved from

www.det.act.gov.au/__data/assets/pdf_file/0011/456374/Guide-8.pdf

Hattie, J. & Timerpley, H. (2007). The power of feedback. Review of educational research.

77. (1). Retrieved from

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80C661C647D7PQ/1?accountid=10382

Mansfield, C., Bateman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building Resilience in

Teacher Education [BRiTE] Modules. Retrieved from www.brite.edu.au/

Mind Matters. (n.d). Module 2.2 developing resilience. Retrieved from

www.mindmatters.edu.au/docs/default-source/learning-module-

documents/mindmatters_overview_2-2-developing_resilience_v5.pdf?sfvrsn=0

Popham, W.J. (2009). Assessment Literacy for Teachers: Faddish or Fundamental? Theory

Into Practice, 48, p. 4 - 11. Retrieved from

www.jstor.org.dbgw.lis.curtin.edu.au/stable/pdf/40071570.pdf

Readman, K., & Allen, B. (2013). Practical planning and assessment. South Melbourne, Vic.:

Oxford University Press

Wiggins, G. (2001). What is backward design? Understanding by design. Retrieved from

www.link.library.curtin.edu.au/ereserve/DC60270806/0?display=1