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Kyle Wragg 16017423 EDP 323 Assessment Two Task Two

Task Two: Catering to diversity


Mathematics:
Artefact 1 (a)

Kyle Wragg 16017423 EDP 323 Assessment Two Task Two

Kyle Wragg 16017423 EDP 323 Assessment Two Task Two


Aretfact 2 (b)

Kyle Wragg 16017423 EDP 323 Assessment Two Task Two


Artefact 1a and 1b are examples of a formal summative assessment used at the
conclusion of the mathematics unit Patterns and Algebra for a Year One, Stage One
class. The task requires students to draw upon their learnt knowledge and apply
mathematical concepts and applications of Patterns and Algebra to answer the listed
questions. Through conducting the pre-assessment, various unknown language and
learning difficulties were identified, due to these conclusions it can be determined
modified learning and assessment experiences needed to be carried out throughout
the unit. As shown artefact 1a differs from 1b. Artefact 1b provides modified
assessment questions to cater to the diverse needs of the learners within the
classroom, however still addresses the Australian Institute for Teaching and School
Leadership (2014) standard five of Assess, provide feedback and report on student
learning.
Through offering a reduced amount of questions and visual representations to assist
with their understanding, students were still able to display their knowledge of the
topic patterns and algebra in a test style situation. Students were provided with
additional time to read through the reduced amount of questions to carefully identify
what the question is asking and answer to the best of their ability. Although the
summative assessment tasks were differentiated for the varying learners within the
classroom, the use of a summative assessment presents the oppourtunity for
teachers to measure and report on student progress (Readman and Allen, 2013, p.
118). Both artefact 1a and 1b link closely to the intended mathematical learning
outcomes and allow for accurate and fair reporting and assessment to be conducted.
As a part of the reporting component, student results were identified with a score or
mark. Additionally, students were provided with meaningful written feedback related
to their achievement in the assessment task, and areas that need focus for them to
achieve their learning goals (Readman and Allen, 2013, p. 54).
It can be determined both artefacts cater to the diverse needs of the students within
the classroom and allow for all students to display their knowledge, understanding
and application of the mathematical rules and concepts. The assessment task also
allows for teachers to fairly assess, provide feedback and report on student learning.

Kyle Wragg 16017423 EDP 323 Assessment Two Task Two


Guided Reading:
Artefact 2:

Kyle Wragg 16017423 EDP 323 Assessment Two Task Two


Artefact 2 is an informal ongoing formative assessment tool used to gather
information about students in a Year One Stage One class who are learning to read.
Guided reading is an activity which aims to develop not only a students ability in
reading and understanding a variety of texts, but their application, comprehension
and literary abilities. The checklist performa used allows teachers to individually
assess students and prescribe them tasks based on their current ability, identifying
the learning areas which need additional attention. The performa uses the literacy
continuum and aligns with the set expectations of a child when learning to read
(Australian Curriculum and Reporting Authority, n.d.).
The guided reading performa assessment checklist, consistently requires teachers to
draw upon aspects of the Australian Institute for Teaching and School Leadership
(2014) standard five of Assess, provide feedback and report on student learning. In
the assessment teachers are required to not only assess student learning, to allow
for progression, but are required to interpret student assessment data to evaluate
student learning and modify teaching practice (Readman and Allen, 2013, p. 51).
Student learning is evaluated through their competencies in meeting all of the
identified criteria. Once all set criteria are met the teacher will modify the teaching
practice and progress the student to a higher text type and level of text often with a
greater degree of challenge for students to achieve.
As suggested by Ashman and Elkins (2009, p. 45) students all have differing
capabilities, and it is these capabilities that are the starting point for learning. These
differences in capabilities have been accommodated in the assessment checklist
performa through the use of differentiated types of texts and levels suited to the
individual student. Although the assessment criteria remain the same for each child
within the classroom the varying types of texts and levels utilised will provide a
degree of challenge to each student and optimise learning to reach the intended
goals. Ultimately, allowing a teacher to identify the next specific reading goal each
individual child needs to achieve, to allow for further growth.

Kyle Wragg 16017423 EDP 323 Assessment Two Task Two

English: Literacy
Artefact 3:

Kyle Wragg 16017423 EDP 323 Assessment Two Task Two

Artefact 3 is a formal summative assessment tool used to indicate various success


levels on a students ability to create a literacy based persuasive text. The
assessment criteria was created for a Year One Stage One class and derives
indicators from the key learning area of English. Linking to a topic from the key
learning area of science, students are required to compose a persuasive text
answering the question why should we protect the environment?.
The use of a rubric in assessment provides a vast range of indicators and set criteria
for students to achieve or work towards to achieve optimal results. Having varying
levels and standards of achievement allows for differentiation within the assessment
as each student knows and interprets exactly what they need to do to be successful
(Readman and Allen, 2013, p. 146). Each student is able to critically reflect on the
requirements of the assessment and present these findings to further develop their
learning. The use of rubrics provides teachers with a common basis to make
judgements, provided clear indication of their results, and these results can clearly be
justified through the continuum of the rubric and allows for specific and consistent
feedback. Ultimately a rubric is a justification, which can be used as a basis for
further feedback (Readman and Allen, 2013, p. 148). Artefact 3 enables the teacher
to award marks against set criteria as opposed to holistically and is able to
differentiate various points of strengths and weakness for individual students
throughout the assessment task.
The use of the rubric meets the required standard of the Australian Institute for
Teaching and School Leadership (2014) Assess, provide feedback and report on
student learning through the teacher making consistent and comparable judgements
against the marking criteria. Additionally, the rubric allows for teacher to report on
student achievement through the use of effective feedback and grading against the
set criteria and lastly allows for specific feedback to be provided to students
(Readman and Allen, 2013, p. 51). Therefore, the rubric is a consistent tool which is
flexible and can be adapted to various assessments to allow for specific feedback
catered to each childs individual needs.

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