Student number: 212198847

Student name and address:

Naomi Mathew-Vadaketh
118 Polaris Drive Doncaster East, VIC 3109
Campus: Burwood
Assignment
name/title:
Due Date:
Unit Code:
Course Code:

Reflecting on your assessment design

12/6/2015
ETP401
E359

Extension date:
Assessment item:
Course name:

Tutorial group:

Tuesday 2pm

Lecturer/tutor:

2b
Bachelor of
Education (Primary)
Margaret Stone

PLAGIARISM AND COLLUSION

Plagiarism occurs when a student passes off as the students own work, or copies without
acknowledgement as to its authorship, the work of another person. Collusion occurs when a
student obtains the agreement of another person for a fraudulent purpose with the intent of
obtaining an advantage in submitting an assignment or other work. Work submitted may be
reproduced and/or communicated for the purpose of detecting plagiarism and collusion.
DECLARATION
I certify that the attached work is entirely my own (or where submitted to meet the
requirements of an approved group assignment is the work of the group), except where work
quoted or paraphrased is acknowledged in the text. I also certify that it has not been
previously submitted for assessment in this or any other unit or course unless permission for
this has been granted by the Unit Chair of this unit. I agree that Deakin University may make
and retain copies of this work for the purposes of marking and review, and may submit this
work to an external plagiarism-detection service who may retain a copy for future plagiarism
detection but will not release it or use it for any other purpose.
SIGNED: _____Naomi Mathew-Vadaketh___________________DATE:
_______________12/6/15_______________
An assignment will not be accepted for assessment if the declaration appearing
above has not been signed by the author.
ASSESSORS COMMENTS:

Mark
awarded:

Assessors
signature:

Date:

Contents
1. Cover
page
...1
2. Contents
page
...2
3. Introduction: Learning and teaching
context..3
4. Assessment design and
development
..3
5. Implementation of assessment
strategy...4
Whole class assessment
data.4
Feedback on students assessment work samples and
analysis5
6. Reflecting critically and stance on assessment
practice...11
Reflection on assessment design and
teaching...11
My teacher stance on
assessment.
12
7.
References
.13

8.
Appendices
14

Introduction: Learning and Teaching Context

The lesson sequence and assessment strategies in the report were adapted for a
Prep/1/2 classroom. There are several special needs students who require one-on-one
teaching and are supported by one teaching aide. The students learning takes place in
a classroom that is well resourced, accessible to technology and has a one-to-one iPad
scheme which allows flexibility in learning and teaching. The school itself is
government funded and is located in a suburban, mid-socioeconomic area.
The first, second and third lessons in the five-lesson sequence focused on the features
of a clock and the basic knowledge needed to recognise and tell simple times. The
fourth lesson introduced digital time to the students where students had to identify
certain times to the minute. The learning intention for this lesson was that students
would be able to use certain skills to tell time to the minute. The fifth lesson
introduced duration and the learning intention was that students would understand
the concept of minutes in an hour and the hours in a day (see Appendix 1).

One of the key factors that influenced the assessment approach was that each
student has different learning needs abilities. Black and William (1998, p. 140)
suggest that students needs are unpredictable and greatly vary from student to
student and as such, it is paramount that teachers understand their students
progress and difficulties so that their teaching is adapted accordingly. This would
result in the interaction between learning and teaching that was a focus in the
assessment approach. Another focus of the assessment approach was that it should
practical, effective and ultimately lead to future learning. Harlen (2010, p.30) stated
that there are certain principles which guide quality assessment, which state that
assessment should improve learning and that assessment should engage learners in
the learning and assessment process.
Assessment Design and Development
The KWL chart was chosen as the prime form of assessment throughout the five
lesson sequence as it allowed for an individual analysis of knowledge for each student
as well as providing an understanding of the students attitude towards the topic. The
initial assessment or diagnostic assessment which saw the Know and Want to know
sections of the KWL chart filled out, allowed me to draw the conclusions that the
students were quite unfamiliar with many concepts of time at that particular moment
and that some students were not particularly interested in learning about time. From
information provided in the KWL chart, I decided to focus my lessons on the basic
aspects of telling time in the first few lessons as that allowed students to learn about
the basics but also explore their wonderings about time once they had completed the
activity. The Learnt part of the KWL chart was a form of summative and formative
assessment that informed me of the students progress as well as what the next goals
should be for them whilst allowing the students to reflect on their learnings. This was
a useful way to consolidate their knowledge as well as inform future teaching and gain
an understanding of how the students learning occurred.
Table 1: Summary of Assessment Task and Criteria
Assessme Type of

Links to

Criteria

Feedback to

nt Task
KWL chart

Assessment
The KWL chart is

curriculum
The KWL chart

students
I used a 5, 4, 3, The feedback

used for diagnostic

formed the

2, 1 rubric to

assessment initially

basis for the

assess the KWL chart was

during the first

general

charts as it

provided to

lesson. This will be

learning

allowed me to

students in the

from the KWL

given to students

intentions

group the

form of

to complete the

described in

students based

comments on

Know and Want to

the lesson

on their

the chart which

know columns

sequence. It

knowledge of

were discussed

before any

also provided

time which

with the

teaching occurs.

me with

then informed

students

Subsequently, the

information as

my support

individually.

Learnt column will

to the different

and extension

be filled out at the

levels of

groups.

end of the fifth

knowledge that

lesson as a form of

students had

summative

about time

assessment. The

which informed

KWL chart is also a

my

form of self-

support/extens

assessment.

ion groups
during the
lessons.

Implementation of Assessment Strategy: Whole class assessment data

Table 2: Whole class assessment data

5
- can accurately identify
and name features of a
clock
-is able to tell time to the
minute
-has an understanding of
how to add and subtract
time/tell duration
4
- can accurately identify
and name features of a
clock
-has an understanding of
how to tell time to the
minute
-is able to add and subtract
hours and half hours
3
- can accurately identify
and name features of a
clock

At the start of lesson

sequence

At the end of lesson

sequence
Justin, Orlando, Millie

Kaz, Millie, Orlando, Justin

Nick, Kaz, Oscar,

Welli, Nick, Oscar

Welli, Ava, Jay, Will

-understands simple time

telling eg oclock, half past
etc.
-is able to add/subtract
hours of time
2
- can accurately identify
and name features of a
clock
- understands simple time
telling eg oclock, half past
etc.
1
- can identify or name some
features of a clock

Conor, Ava, Jay, Will

Jessie, Mylo, Alistair, Cash,

Milla, Conor

Raf, Nyabuor, Cash,

Alannah, Abi, Alistair,
Mylo, Jessie, Milla

Raf, Nyabuor, Abi, Alannah

From the assessment data, it is clear that more students have moved up a place in
the 5, 4, 3, 2, 1 rubric, indicating that there is a growth in learning for most students.
However, 7 out of 20 students remained in the same grouping which might indicate a
greater need for support throughout the teaching sequence. Nearly all the students
are able to tell simple times such as half-past and oclock which is a positive outcome
considering the learning objectives for three out of five lessons was on telling simple
time. Towards the end of the lesson sequence, it became apparent that there was a
greater need for extension for students in the 4 and 5 groupings. There was also a
need for support as the students in the 1 and 2 grouping made a bit of progress but
perhaps were not supported enough as 4 out of 9 students remained in the 1
grouping. The general tone of the whole class assessment data is positive as most
students have experienced a positive jump in their learning. However, I would modify
my teaching practice by including more open-ended tasks so that students at each
level can be given the same task but the level of difficulty is reduced or increased to
support or extend the different students.

Implementation of Assessment Strategy: Feedback on students assessment

work samples and analysis
Work Sample and Feedback 1:
This students demonstrates an understanding of features on a clock such as numbers,
clock hands and that the numbers need to be spaced out evenly. She also shows
knowledge of clock related vocabulary such as minute. After the sequence of lessons
taught, it appears that this student now has a firm grasp on the features of a clock
including the appropriate numbers placed in the correct places and evenly spaced.
The student has also drawn an oclock time which she has correctly identified as 2
oclock. As this student is in their first year of school, I felt it was best to provide
exposure to different features of a clock as this would increase her understanding of
minutes which is something the student wanted to know. This student already had
some understanding of features on clocks which is why I talked to the student about
how to find out what the hands tell us as this would extend her further.

Image 1: Work sample 1 first knowledge

Image 2: Work sample 1 learning after sequence

Work Sample and Feedback 2:

This student understands the features of a clock and is also beginning to understand
the names for hands on a clock. This student has an understanding of how to write
digital time and seems to be grasping oclock time as demonstrated in the picture
drawn. The feedback given the student encourages them to show me their knowledge
of different times on analogue clocks as knowing digital time is different to knowing
analogue time. Knowing how to tell both types of time is an important skill and as
such, the student was encouraged to focus on that as well as expanding his
knowledge of how to tell more difficult times.

Image 3: Work sample 2 first knowledge

Image 4: Work sample 2 learning after sequence

Work sample and feedback 3:

This student has got a grasp of concepts relating to time such as the number of
minutes in an hour and the length of time for certain minutes. This student also
understands features on a clock. As there is no visual display of how certain times are
represented on a clock, it is hard to assume whether the student understands how to
create this representation. The feedback given encourages this student to focus on
harder concepts such as the duration of time and telling time to the minute. I believe
that this feedback will encourage this student to extend themselves beyond what
other students might be learning.
Image 5: Work sample 3 first knowledge

Image 6: Work sample 3 learning after sequence

Reflecting critically and Stance on Assessment Practice: Reflection on

assessment design and teaching
Throughout the lesson sequence, assessing and providing feedback to students was a
big focus for me. As such, I ensured that the feedback I received from students
through the assessment strategy guided my lesson sequencing and content and in
return, I ensured that my feedback was clearly explained to students and revisited at
the beginning of each lesson. My mentor feedback greatly shaped the assessment
design as there were a number of school practices that I had to adhere to as well as
beliefs that my mentor teacher held. The major changes that occurred were changing
the initial assessment of a pre-test to part of the KWL chart, changing the peerassessed rubric at the end of the sequence to a teacher-assessed rubric midway
through the sequence and using a 5, 4, 3, 2, 1 rubric to highlight support and
extension groups (see Appendix 3). I believe that a KWL chart is valid because it does
not prescribe what knowledge is important but asks students to describe everything
they know about clocks and time. A KWL chart may not be so reliable as it can be hard
to compare the knowledge that each student has presented as a student might

choose to focus on their knowledge of oclock time while the other might choose to
focus on their knowledge of how clocks work, simply because that interests them
more. The students chose the assessment criteria to focus on in the 5, 4, 3, 2, 1 rubric
and subsequently, I used that information to guide what was taught in the lesson
sequence. Through using the KWL chart as well as inferences I had made throughout
the lessons, I was able to report to my mentor what had been learnt from the
students perspectives as well as my own. I learnt that assessment is something that
occurs naturally throughout each lesson and that it is more effective to provide
students with constant feedback instead of once at the start and again at the end. I
also realised that assessment has to be carefully constructed so as to extract targeted
information, which is most often needed in a classroom. Assessing students is not an
easy task but rather tedious especially if you take an individualised approach.
However, I believe in its necessity to inform teachers and students if teaching and
learning is to be most effective.
Reflecting critically and Stance on Assessment Practice: My Teacher Stance on
Assessment
Through implementing my assessment strategy, I have been able to develop some new ideas
about assessment as well as consolidate previous beliefs. I believe that assessment provides
students and teachers with feedback in terms of progress, misconceptions and so on and it is
that feedback that provides the connection between teaching and learning. As such
assessments main role is to provide feedback which should determine teaching and as such
student learning. Assessment is not solely for the teacher but is a tool that students should
also use to become self-sufficient monitors of their progress which is the ultimate goal. This
aligns with Rowntree (cited in Hodges, Eames and Coll 2014, p. 190) who states that
assessment prepares students for later life where they regulate and assess their own learning.
This is one important long-term goal of assessment but I also believe that in school,
assessment also has to lead to student progress. Through using a KWL chart, I could see that
student motivation was an important factor in accurately assessing the students knowledge
as most who had a negative view of time or maths as a whole tended to write minimal
information. This has the potential to skew the data and mislead my teaching which in turn
would not result in effective student learning. One main idea that I am currently wrestling with
is how to create an assessment task that involves students but also encapsulates the set
curriculum. I believe that my main views on assessment have stayed relatively similar but
rather my views on assessment planning and the role of feedback in particular have changed.

References
Black, P & Wiliam, D 1998, 'Inside the Black Box', Phi Delta Kappan, vol. 80, no. 2, p. 140,
EBSCOhost, viewed 10 June 2015.
Harlen, W 2010, What is quality teacher assessment?, Developing Teacher Assessment,
Maidenhead : McGraw-Hill Education, pp. 29-52
Hodges, D, Eames, C, & Coll, RK 2014, 'Theoretical perspectives on assessment in cooperative
education placements', Asia-Pacific Journal of Cooperative Education, vol. 15, no. 3, pp. 189207.

Appendices
Appendix 1: Lesson sequence with assessment strategy overview
Lesson 1: Introduction to clocks and features of clocks (Assessment: complete K&W from KWL
chart and 5, 4, 3, 2, 1 rubric based on KWL chart)
Lesson 2: Oclock time
Lesson 3: Half past, quarter past and quarter to time
Lesson 4: Digital time (Assessment: Rubric)

Lesson 5: Duration of time (Assessment: completing L from KWL chart)

1

Warm Up
Assessment: K&W from KWL
chart
Lesson focus: identifying
features of a clock
Class brainstorm about time on
a poster. What do we know?
What are the features of a
clock? How many minutes in a
day? Where do we see clocks?
Why do we use clocks? Which
way does a clock move?
Have iPad stopwatch displayed
on the TV using the visualiser.
Get students to predict how
many times someone can do
something in a minute. How can
we estimate a minute?
Resources: Poster paper,
markers

Lesson focus: telling oclock

time

Student Activity
Students will make their own
clocks and decorate them.
Things that need to be included
on the clocks are: hour and
minute hand, numbers from 112, lines marking the minutes.
These clocks will be used
throughout the rest of the timebased lessons as a teaching
tool.
Resources: paper plates, colour
pencils, paper fastener,
different coloured arrows for
hour and minute hand, clocks
from maths resources for
referencing.
Support
Extension
Students can
In partners,
work with
students can
partners to
play time tic
draw clock
tac toe. Each
face and
person has to
identify
take turns in
different
asking their
features of
partner a
the clock.
question about
time. If their
partner
answers
correctly, they
place an x or
an o in the
squares. If the
students dont
get the
question right,
they miss that
turn. Students
have to ask
questions that
they know the
answer to but
might be tricky
enough for
their partner
not to know.
Eg. How many
seconds are
there in 1 min
and 23
seconds
Students will be given a blank
sheet of clock faces which they

Reflection
Students will gather
on the floor in a
circle and identify
features of their
clock such as the
minute hand or
hour hand.
Resources:
students clocks,
demonstration
clock

Students will be
chosen to share

Buzz word(time): Magic time is

8:00. Students can say up to
three oclock times but whoever
says 8:00 is out.
Quick discussion on what is
oclock time. Where do the
hands have to be?
Get the class to show you on
their clocks what certain times
are.
Facilitate discussion using
interactive clock:
http://www.oswego.org/ocsdweb/games/ClassClock/clockres.
html
Resources: whiteboard,
markers, students clocks,
visualiser, iPad

Lesson focus: telling half past,

quarter past and quarter to time
Introducing half past, quarter to,
quarter past time. Students
bring their clocks to the floor.
Using my demonstration clock,
show students what half
past/quarter to/past time looks
like. Get volunteers up to show
different times.
Remind students which way a
clock moves.
Facilitate discussion using
interactive clock:
http://www.oswego.org/ocsdweb/games/ClassClock/clockres.
html
Resources: students clocks,
demonstration clock,
whiteboard, markers, visualiser,
iPad

have to draw the specified

time. Next to the clock faces
will be an empty box which
students have to cut and paste
a picture of an activity in that
will relate to that time of day.
Resources: Two sheets of
paper (one with empty clock
faces and an empty box, other
with pictures of daily activities)
Support
Extension
Students will
Students can
stay on the
colour in the
floor and work pictures. They
with teacher
can draw their
to consolidate own clock
oclock time
faces with
oclock or half
past time and
draw pictures
to match what
they would be
doing at that
time-could be
specific
activities that
they do.
Students will extend on their
clocks that they made. Using a
larger plate, they will create a
rim where they can write down
oclock, half past, quarter to
and quarter past in words, next
to the 12, 6, 9 and 3
respectively. Students can
decorate their clock extension.
Students can also work in pairs
and test their partner by
showing them clock times they
have made with their clocks.
Resources: large paper plate,
pencils, colour pencils
Support
Extension
Students work Using iPads,
with a partner create a Pic
to place
Collage page
additional
that has facts
features on
about a
their clock
certain time.
Eg using 7:12
as the time,
students could
write how
many more
minutes it is to
8, the number

what times they

have drawn and
what pictures they
have placed in the
boxes. Check with
the class whether it
looks right.
Discuss how we
know its an oclock
time?

Students will come

back to the floor
with their clocks
and will
demonstrate
certain times using
their clocks.
If there is time, look
at extension
activities as an
introduction to
digital time next
week
Resources:
students clocks,
demonstration
clock

Lesson focus: telling time to the

minute and knowing how to
write digital time
Introducing digital time. Skip
counting in 2s, 5s and 10s.
Have number chart available to
help with skip counting.
Use interactive clock online and
students clocks to show times
like 3:30/1:15 etc.
Resources: number chart,
interactive online clock,
students clocks

Lesson focus: learning how to

calculate duration of time
If we started eating at _____,
and when we finished, the clock
looked like this then how long
did we take to eat? Use
interactive online clock and
clock from maths resources
Resources: whiteboard,
markers, visualiser, iPad

of seconds in
12 minutes,
what it looks
like on an
analogue
clock.
Assessment: 5, 4, 3, 2, 1 Rubric
Clock puzzle: In pairs, (based
on capabilities) students will be
given a bag of jumbled clock
times where they have to
match the analogue time with
the digital time. Once matched,
students can take a picture of
each pair using their iPad and
place them in order (they can
choose to start at whichever
time)
Resources: Bag of analogue
clock faces and digital clock
faces, pencils
Support
Extension
Continuation
Once puzzles
of warm up
are completed,
activity
students can
log onto
laptops or
iPads and play
with the
interactive
clock online by
moving the
clock hands
and testing
their partner.
Assessment: L from KWL chart
Using iPads, create a Pic
Collage page that has facts
about a certain time. Eg using
7:12 as the time, students
could write how many more
minutes it is to 8, the number
of seconds in 12 minutes, what
it looks like on an analogue
clock etc.
Resources: iPad, online
interactive clock, students
clocks
Support
Extension
Work on the
Students can
floor with me
find out the
to create a
relationship
fact poster
between units
together.
of time eg.

Get 1 partnership
to share their
ordered time pairs.
What time did they
start at?
Morning/afternoon?
What might you be
doing at that time?
Recap of digital
time with the class.
What do we see
when we read
digital time?
Resources:
students clocks,
demonstration
clock

2/3 students with

different times
present their facts
about different
times.
Facilitate discussion
based on duration
facts and different
ways to tell time.
Resources:
visualiser, iPads

How many
(hours and)
minutes to
midnight from
7:12

Appendix 2: Actual assessment strategy in full including learning support materials

and criteria
5, 4, 3, 2, 1 rubric
5
- can accurately identify and name
features of a clock
-is able to tell time to the minute
-has an understanding of how to add
and subtract time/tell duration
4
- can accurately identify and name
features of a clock
-has an understanding of how to tell
time to the minute
-is able to add and subtract hours and
half hours
3
- can accurately identify and name
features of a clock
-understands simple time telling eg
oclock, half past etc.
-is able to add/subtract hours of time
2
- can accurately identify and name
features of a clock
- understands simple time telling eg
oclock, half past etc.
1
- can accurately identify and name
features of a clock

Lesson 2 clock worksheet

oclock

oclock

oclock

oclock

Sample of clock puzzles from lesson 4

12:0
0
2:00
11:3
3:30

KWL Chart

Kno

Wan

Appendix 3: Peer and Mentor feedback on proposed assessment design

Mentor feedback

Peer feedback from typed up notes

Questions/Feedback
Mentor teacher has told me not to include peer assessment but Im hoping to include students
in the assessment process instead of the actual assessing. How could I do that?
Peer: You could include a KWL chart at the start and the end, that way you could use
information straight from them to inform your teaching
Peer: You could brainstorm with students the criteria that should be included in your 5, 4, 3, 2,
1 rubric
Its not a school practice to separate students based on their year levels when teaching. Is a
rubric the best way to scale the students?
Peer: Yes, I think a rubric is best because its not about their year level but basically how they
match up to the criteria. And your idea of a 5, 4, 3, 2, 1 rubric is good because one level is not
better than the other, they have just been posed as groupings based on capabilities.
Is my assessment structure appropriate in terms of where I have started to fishbone?
Peer: I think so. Its given you enough time to deliver content but also to start separating
students out based on abilities. I wouldnt do it any sooner because I dont think there would
be enough time for students to demonstrate their capabilities and you would also want
enough time at the end to branch students out into your abilities-based groups.