Component 3

Marking and assessing is a critical part in becoming an accomplished teacher. Grading provides the opportunity to
provide feedback on the strengths and considerations for each student which helps to understand where the
student is at and what steps can be taken in the future.

Assessing is being able to identify the current level the student is at and where their knowledge lies. The following
student assessment pieces are based on the assessed levels of above, expected and below. All three students are in
year two and have been assessed using the curriculum areas of Mathematics (money) and English (narrative writing).

As stated by the NSW Education Standards Authority (2017), students achievement standards are based on two
critical components. These are divided into two terms of what: which indicates what students are expected to learn,
and how well: indicating how well students have achieved this.

The following students were assessed and graded using the A-E grading scale. The first set of samples are based
around Mathematics, and the focus topic of money. These samples were taken from the beginning of a unit and
were used as a way to assess students' prior knowledge on the topic. One of the limitations of this method was that
in grading these students, a lot of the tasks set in class were considered a practical assessment. The classroom has a
wide variety of students who have very different learning needs. These include diagnosed difficulties and additional
learning styles. Taking this into consideration meant there were many hands on activities, which included students
using play money to show amounts and addition tasks, in which these were not able to be used as a sample piece
but simply a learning opportunity. This is discussed further in the concluding comments and the final grading is
based on the summary of the unit as a whole.

Assessment is not only seen as a tool to guide students abilities, but also a chance for teachers to grasp where
students need further support. The assessment process has been one of my main learning curves throughout my
time of university. Incorporating and understanding the process of the A-E grading system, has challenged my
thinking and the methods in which I assess.

In conclusion, assessment is a learning tool to help both the students and teachers assess where students are at,
where they need to be and how, together that can be managed. A key factor in assessing students is the importance
of evidence and collecting material. As this helps to support grading and marking, which is something, I as a pre
service teacher, need to improve on.
Tyler Mathematics Samples Annotations
Shows ability to recognise the different coins

Identifies which coins are worth the most and least

Recognises the symbol used for cents

Uses the dollar and cent symbols correctly

Knows the colours/symbols and images shown on each

coin

Tries to associate coins with shapes (further thinking)

Ability to group count/count by 10s

Correctly adds simple money sums

Can count small collections of Australian coins

Grade: A
Concluding Statement/Future Considerations
Tyler shows higher order thinking in which she is able to identify what she has added and can then further explain the
strategies used. Tyler is able to independently work on tasks without any assistance. Tyler has the ability to add money
sums higher than $10.00.

Tyler would benefit from further problem solving tasks which encourage her to use higher order thinking. Tyler identifies
and understands the concept of how many cents make a dollar, and uses the dollar and cent signs correctly according to
value.

Tylers mathematical ability stands to be above the expected ability of that at a year 2 level. Tyler is able to add simple
addition money problems, going over $10.00 compared to those at the year 2 level who only need to be able to add
sums over $2.00.
Lesley Mathematics Samples Annotations
Ability to colour coins correctly according to their
amount

Can count small order amounts

Shows ability to be able to count by 10s.

Needed guidance to begin task.

Grade: C
Concluding Statement/Future Considerations:
For Lesley to achieve a higher grade she needs to rely on the strategies taught rather than adult assistance. Lesley
could complete most tasks with confidence, but needs reassurance. Lesley needs to show more initiative and risk
taking. Lesley was confident and successful in recognising and ordering money amounts from largest to smallest. She
can also add sums that are the amount of $2.00.

Lesleys future goal is to listen more carefully to instructions given and use different strategies that are taught
throughout. Lesley would benefit from further simple addition tasks, and working with place value (H, T, O) to help
her comprehend the concept of money further.
Anthea Mathematics Samples Annotations
Shows minimal understanding

Cannot grasp counting or grouping by 10s

Does not understand the concept of cents or the value

of coins.

Anthea shows lack of understanding of what the task is

being asked which is evident in her answer.

Anthea makes the assumption of ordering them from

biggest to smallest e.g. 10cents, 20 cents, 30 cents, 40
cents, without reading what the question is implying.

Final Grade: E
Concluding Comment/Future Considerations:
Anthea would benefit from consistent revision and focussed one on one time. Antheas weakness is definitely
evident in her mathematics and her willingness to participate is also a reflection of her grade. She finds the year two
concepts overwhelming. Anthea needs to be able to stay on task and seek guidance and help when needed, rather
than attempting to guess the answers.

Anthea is able to identify coins and group coins, but still cannot order coins from smallest to largest or complete
addition sums using money.

Anthea would benefit from simple addition tasks and counting by 10s. Anthea needs constant scaffolding of tasks
and help throughout the tasks to ensure she is on the right track.
 The following samples are based on the English curriculum and the use of narrative writing. Students were given
the opportunity to write their own dreamtime stories.

Tyler English Sample Annotations

Sequence of events

Identifies Title, Beginning, Middle and End

Uses a wide vocabulary, and uses characters relevant to

the context e.g. Australian animals

Makes simple spelling mistakes

Could improve on complex sentences instead of the over

use of simple sentences

Uses the strategies taught e.g. incorporates the use of

sizzling starters (7 steps to writing)

Final Grade: A
Comment/Future considerations:
Tyler is able to use both her comprehension and inferential understanding, to use her knowledge of dreamtime
stories to create her own. This is shown through her ability to use characters used in dreamtime stories, and extend
her vocabulary using Aboriginal language e.g. billabong. Tylers work has matured in content and structure
(beginning, middle and end), Tyler uses strategies taught to help further her work. Tyler is now attempting to edit
her work independently, but still needs more time to extend her use of grammar.

Lesley English Sample Annotations

Understands the concept of a narrative

Needs to further Beginning, Middle and End

Uses relevant characters according to context e.g.

kangaroos

Attempts to further writing with grammar e.g. speech

marks

Needs to improve on detail and the use of adjectives

Capital letters and full stops not used correctly

Grade: C
Concluding statement/Future Considerations:
Lesley approaches her writing activities with confidence and most work is produced to a high standard. Lesley shows
the ability to be able to write both real and imaginative situations in logical sequence.

Lesley would improve by extending her vocabulary and the use of proof reading. Lesley can tend to at times, rush
her work, which can lead to her making simple mistakes. Lesley also needs to focus on the correct use of full stops
and capital letters and use these more fluently throughout her work.

Anthea English Sample Annotations

Wasting time in class and not completing work on time

Copied sentence from a previous book

Isnt able to grasp the concept of Beginning, Middle or

End and has trouble sequencing events

Grade: E
Concluding Statement/Future Considerations

Anthea has trouble with creative writing, and does better when she has structured topics/ideas to focus on. Anthea
would benefit from further free time writing, to help her engage further in writing areas.

Anthea can sometimes use other books around the class, which can lead to her copying sentences, as she is not
confident in her own writing. Antheas main focus would be to extend her vocabulary throughout her writing as her
main decoding strategy is her sounding of words.
 References

Australian Curriculum Assessment and Reporting Authority, (2017) English. Overview English F-12, Retrieved from:
https://www.australiancurriculum.edu.au/f-10-curriculum/english/

Australian Curriculum Assessment and Reporting Authority, (2017) Mathematics. Overview Maths F-12, Retrieved
from: https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/

NSW Education Standards Authority. (2017). Using A to E grades to report student achievement. Retrieved from:
https://arc.nesa.nsw.edu.au/go/gen-info#A-to-E-grading