ETP425 Teaching & Learning 3

Assessment and Reporting

Assignment 1 - Assessing Student Learning and Reflection

Wendy Welsh
S178071



Submitted via e-portfolio
http://gdtl2014.weebly.com/



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Part A: Evaluation of a work sample
For assessment 1, the sample assignment selected is Holes, a book review from a year 8
English student. By accessing information from the Australian Curriculum Assessment and
Reporting Authority (ACARA), (ACARA, 2013) I have developed an assessment schedule to
apply against the work sample. By using a curriculum based assessment plan I will measure
the abilities of the student under a direct assessment of academic skills against the
curriculum. (Witt, J. C., Elliot, S. N., Daly III, E. J., Gresham, F. M., & Kramer, J. J., 1988).
Assessment is modelled on selecting sample items in the review that meet, do not meet or
partially meet criteria from the curriculum (Idol, L. Nevin, A., & Paolucci-Whitcomb, P.
(1996).
The Australian curriculum for year 8 English is built upon language, literature and literacy
(ACARA, 2013). A range of sources are offered in schools to allow students to meet the
criteria of the ACARA curriculum.
Concepts taught in English builds on the skills and processes developed in early years. The
Northern Territory Learning Area Achievement Standards (2009) focuses on receptive skills
through listening, reading and viewing, and productive skills through speaking, writing and
creating as the benchmark for year 8 English students. By the completion of year 8,
students should understand how language varies depending on purpose and audience.
They understand the differences in credibility, reliability and bias of reference sources.
Students will understand how to elaborate on a discussion and to be persuasive in
argument. Students can demonstrate expression of ideas in new ways. They can select
language to influence audience reaction through oral and written expression. Finally, year 8
students will understand grammar, spelling and punctuation concepts in their writing (DET,
2009).
The novel used in this assessment sample provides the foundation to year 10 literature
criteria in relation to exploration of themes of interpersonal relationships and ethical
dilemmas within a fictional setting. However it does not reflect the ACARA aim to include
Australian literature.
Overall, the student demonstrates strengths in their ability to evaluate the context of the
book under review. The review is aesthetically considered in paragraphing, visual
stimulation, and readability. Although the review expresses disappointment in the ending

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of the book, there is no persuasive evidence in the report to indicate that the student has
read the complete novel.
A variety of sentence structures has been applied to the review. An attempt to reflect on
the novel to clarify and evaluate opinions has been constructed by the student in the
introduction, body, and conclusion of the review. The student successfully presented the
novel with new views and ideas. ACELT1627
Clear understanding of punctuation, spelling and structure conventions are evident in the
students report. In addition, the student demonstrates a broad understanding of correct
grammar ACELA1544, ACELA1766, ACELA1545, ACELA1546. The student displays emerging
development of strategies to provide cohesive text as is evident by linking ideas within
sentences and paragraphs.
The student provides an appropriate quotation which creates an interesting opening to the
book review. Learning outcomes are evident as the student has developed understanding
of rhetorical quotations and internal structuring of sentences with the use of quotations and
examples. Quotes to describe Camp Green Lake, and in questioning the camp and future of
the characters in the novel demonstrates understanding of the criterion. ACELA1542,
ACELA1766
The student demonstrates awareness of the use of words and combinations of words to
create images and empathy for societal or cultural groups to analyse the bad luck that is a
generational consequence in the main characters family history. ACELT1628, ACELT1632,
ACELT1767.
Because the student is able to appreciate the book, despite being a reluctant reader
indicates that the book is written in a comprehensible format that is interesting to the
student. This is communicated by the student in the critique and recommendation of the
book to readers of a specific age and likeminded learning style. ACELY1734.
Visual enhancement has been used to partially demonstrate the students ability to use an
alternative source of technology to create aesthetics of the review. Both of the in text
references lead to the same picture. ACELY1738
Recognising how the author described a scene to allow the reader the effect of being there
demonstrates the students ability to understand how vocabulary and textual style
contributes to abstraction for the reader. ACELA1547.
There is room for the student to achieve aims of the curriculum based on the criteria of a
year 8 book review. The student can further develop sentence structure by varying the

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words used at the beginning of paragraphs and sentences. ACELA1545, ACELA1547.
Writing style can be improved by further developing an active writing style, and using
nominalisation especially when writing a persuasive argument ACELA1546, ACELA1549
As part of the assessment process, it would be valuable for the student to be provided an
opportunity to remediate the learning concepts. This could be achieved by spending time
with the student and reviewing the assignment against the marking rubric together. This
would also be an opportunity for me, as the teacher to utilise modified teaching strategies,
and identify, with the student, where improvements could create better content
understanding (Brady& Scully, 2005). If it were suspected that the student is able to attain
higher grades from the remediation process, it may be possible for this student to submit a
final copy of the assignment to potentially gain a higher grade. In the school where my
placement is held, there is flexibility for students to submit draft assignments prior to final
submission date to improve on their grades.
Part B: Reflection
The purpose of assessment is a means to monitor and improve learning and teaching (Brady
& Kennedy, 2009). It provides an understanding of a students performance to students,
parents, educators and Government to inform progress levels and ability. 5 key purposes of
assessment are summarised by Eisner (2001):
1) Government assessment of expending budgets, through collation and comparison of
information on a national/State/Territory level.
2) To direct students along certain pathways, or provide them with skills appropriate to
their potential for further education or the workplace.
3) To provide feedback to teachers, parents, students and the community about work
and performance being achieved by the student.
4) To determine whether the educational attributes of the topic have been achieved by
the student.
5) To determine how effective a unit has been as an evaluation of the teachers
adaptation to teaching strategies and content.
Key to my learning is the ability to present students with a range of means to understand a
learning method. For example, the student in the assessment task states that reading
enjoyment is a challenge. Yet as a fundamental part of the literacy syllabus, there is a
required amount of reading necessary. The first question to take to my placement is: How
do I find ways to make literacy enjoyable for all of my students? Continuous formative and

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summative assessments can be used to guide and analyse my teaching methods and their
success. Years ago, reading and writing comprehension formed the beginning of English
assessments. Students reading comprehension assessment can provide a platform to base
other methodologies upon as an understanding of student learning patterns continues.
The second question to take to my placement relates to the different assessment methods
available to provide meaningful evidence of my students learning outcomes. This applies
also to the teaching methods that I can perform strongly in. My opinion is that
understanding comes not only from how students learn, but how teachers teach. As a pre-
service teacher, I will be developing my own strategies in the delivery of classes. A student
may excel through a teaching method, for example, interactive discussion, if directed
positively by the teacher, but when the teacher does not successfully instigate interest,
there is little chance the student will succeed also.



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References
Australian Curriculum, Assessment and Reporting Authority (ACARA), (2013), F-10
Curriculum, Retrieved 2 August 2013 from:
http://www.acara.edu.au/assessment/assessment.html

Brady, L. & Scully, A. (2005). Engagement inclusive classroom management. Frenchs Forest,
NSW.: Pearson Education Australia
Eisner, E. (2001). The educational imagination: on the design and evaluation of school
programs (3
rd
Ed.). Prentice Hall: Macmillan.

Idol, L. Nevin, A., & Paolucci-Whitcomb, P. (1996). Models of curriculum-based assessment
(2 ed.). Austin, TX: Pro-Ed.

Northern Territory Government Department of Employment and Training (DET), (2009).
Learning Area Achievement Standards for the Northern Territory, viewed 10 August
2014 from:
http://www.education.nt.gov.au/__data/assets/pdf_file/0008/31787/NT_Curriculu
mAchievementStandards.pdf

Witt, J. C., Elliot, S. N., Daly III, E. J., Gresham, F. M., & Kramer, J. J. (1988). Assessment of at-
risk and special needs children (2 ed.). Boston, MA: McGraw-Hill.