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.