11600698 Sarah Adams EEE405: Assessment 1

Student Name: Sarah Adams

Email sarah.adams.uni@gmail.com
Student Number: 11600698
Subject Code & EEE405: Assessment and Reporting
Name:
Assessment 1- Strategies for Assessing and Assessing Student Work
Number:
Date Submitted: 18/08/2019
Subject Sarah Lord
Coordinator:

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11600698 Sarah Adams EEE405: Assessment 1

EEE405 Assessment 1
Part A: Strategies for Assessing (1340/1300 words)
Question 1.
Respond to the
Curriculum, pedagogy and assessment are inherently linked and considered a ‘pedagogical trilogy’ (Kivunja, 2015),
following statement
being sure to make meaning that all three components are of equal significance. The trilogy supports teachers to achieve a holistic teaching
reference to the
approach and facilitate meaningful learning. Commented [k1]: Well introduced.
relationship between
curriculum,
pedagogy and
Assessment is designed with a specific purpose in mind and align with the outcomes of the curriculum. Formative
assessment. Use
appropriate assessment, assessment for or of learning, enables teachers and students to reflect on the progress made towards the Commented [k2]: As defined by?
academic references
curriculum outcomes. Readman and Allen (2013) emphasise that reflective assessment practices provide the opportunity
to support your
work. “Formative to ‘capitalise’ on current understanding. In the classroom, teachers might make inferences about student progress from
assessment plays an
observations, by engaging students through questioning and reflecting on the progress demonstrated in work samples.
essential role in the
cycle of teaching and For students, this might entail participation in a structured peer to peer assessment, teacher-student conferences or
learning.”
reviewing constructive written feedback on their class work. These are strategies Readman and Allen (2013) identify as Commented [k3]: Reference to examples is beneficial.

(485/500 words) teaching practices that enhance the value of formative assessment. The data gathered through reflecting on current
achievement assists in making informed decisions on future lessons and identify learning needs. Assessment, specifically
formative assessment, is essential in that it provides insight into the progress of students and students can identify what
they need to meet the required curriculum outcomes. Commented [k4]: Well noted.

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11600698 Sarah Adams EEE405: Assessment 1

As one of the ‘three essential pillars’ of a holistic approach (Kivinja, 2015, p.76), pedagogy is a variable that influences
how the curriculum is presented to students and, ultimately, the assessment practices. Effective teaching practice
includes high quality, authentic assessment, ‘one of the hallmarks of the teaching professional’ (Readman & Allen, 2013,
p. xvii). Readman and Allen (2013) further explain that each aspect of assessment is linked and have to all be performed
effectively to ensure they support one another; effective diagnostic and formative assessment assists in the preparation
of summative assessment tasks. The significance of formative assessment is the ‘process of two-way feedback’, students
have the opportunity to improve learning prior to submission of any summative task. Peer assessment is one strategy
that can be utilised as a positive means of formative assessment to prepare students. Dixon (2011) asserts that peer
assessment affords a degree of objectivity, equips students with the skills they can apply to their own work and promotes
both autonomy and agency in learning and assessment. Furthermore, Readman and Allen (2013) assert that formative
assessment should enable students’ capacity for self-directed learning, aware of success criteria and are effective
evaluators of their own work. The formative assessment strategy is aligned with a student-centred approach to teaching
and learning which also underpins the holistic approach to the teaching and learning cycle (Godinho, 2011). Evidently,
assessment practices can be influenced by a teachers’ pedagogy, however, effective teaching practice is fundamental
nonetheless.

A holistic, student-centred approach recognises the interconnected nature of curriculum, pedagogy and assessment.
Formative assessment is a key aspect of assessment which in turn is integral to the cycle of teaching and learning. Commented [k5]: A comprehensive answer. More details
in reference to curriculum required. Thus, formative
assessment plays an essential role in the cycle of teaching
and learning because it forms an explicit link between
assessment and learning (Dixon, 2011, p. 9). Adjustment to
teaching practice is based on formative evaluations, which
feed back into teaching instruction and student learning
guided by curriculum, hence the cycle.

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11600698 Sarah Adams EEE405: Assessment 1

Question 2. In the Victorian Curriculum F-10: English, students in Level 6 are working towards achieving the following content
Choose a
descriptor, ‘Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and
curriculum/syllabus
outcome- might be sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate
for your subject area
choices for modality and emphasis (VCELY367)’ (Victorian Curriculum and Assessment Authority (VCAA), n.d.).
in secondary, or a
Key Learning Area
in primary school.
Rich Task:
Briefly describe a Based on an issue that impacts their school or wider community, in pairs, students research a topic and create a
rich task that you
multimodal presentation to demonstrate their point of view. A defined audience will provide a focus for the choices made Commented [k6]: The task should be written as an open-
could use to teach ended question.
this outcome. Justify in their presentation (peers and teachers). The task would involve a ‘substantial’ amount of time in order to be completed
what makes this task
and engages students in real-world, local problems; these are two key characteristics of a ‘rich task’ as defined by Kivunja
a rich task.
(2015). Commented [k7]: A very brief justification.
(140/150 words)

1. Write a Learning Learning Intentions:

Intention and
Students are able to select different persuasive strategies to demonstrate their point of view to a defined audience.
differentiated
Success Criteria for Students are able to explain why they have chosen specific persuasive strategies Commented [k8]: A well-constructed learning intention
the activity. needs to focus clearly on the knowledge, understandings
and skills being targeted without getting side tracked by the
activity or the content.
(188/150 words) Success Criteria:
To be successful:
 select at least three appropriate persuasive strategies you can use to persuade your audience
 refer to your notes or posters on the wall or a friend for help
 explain to a friend or the teacher why you have chosen these strategies

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11600698 Sarah Adams EEE405: Assessment 1

 act out or draw or write down your strategies

 record, in your own words, the purpose of your chosen strategies (video/write) Commented [k9]: This must include a summarised list of
the key steps the students need in order to fulfil the
learning intention-the main things to do, include or focus
on.
All students will be able to select at least three appropriate persuasive strategies to help demonstrate their point of view The SC generally begins with ‘I can….”
to a defined audience. Most students will be able to select three or more appropriate persuasive strategies with occasional
peer or teacher assistance. Few students will be able to select three or more appropriate persuasive strategies
independently.

*A rubric is not included as the learning intention and success criteria are for an activity within a lesson that scaffolds
the process of selecting appropriate persuasive strategies for an intended audience.

2. Select a formative Formative assessment strategy: learning symposiums

assessment strategy
and a summative In a learning symposium students present a multimedia presentation on an issue. The audience are active participants
assessment strategy
during the presentation; anyone can ask a question to clarify or broaden the discussion as well as use an orange card to
that you would use
for this lesson. flag information that is inaccurate or unfounded (Edutopia, 2019, August 3). Additionally, ‘verifiers’ check the accuracy
of information and a ‘secretary’ documents areas for improvement and questions for further investigation. Learning
symposiums involves peer-assessment which is an effective formative assessment strategy (Dixon, 2011; Killen, 2016;
Name the strategy;
Kivunja, 2015; Readman & Allen, 2013). Students can apply the constructive feedback from their peers, recorded by the
briefly describe the
strategy; and justify ‘secretary’, to improve future learning outcomes. Furthermore, the active participation of the audience encourages self-
why you have
assessment and metacognition (Dixon, 2011; Kivunja, 2015). Commented [k10]: Your professionalism is reflected in
chosen this this quality answer.
particular strategy

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11600698 Sarah Adams EEE405: Assessment 1

for this learning Summative assessment strategy: ePortfolio

experience.
Students submit an ePortfolio with artefacts to demonstrate that they have the skills, understanding and knowledge that
(249/250 words)
meet the requirements of the curriculum content descriptor. An ePortfolio can be comprised of text, video, audio and
images that document student achievement and must be guided by explicit success criteria (Killen, 2016; Kivunja, 2015).
The previous formative assessment strategy (learning symposium) could result in an artefact to meet the content
descriptor. ePortfolios are meaningful for all stakeholders of the learning process and Kivunja (2015) defines portfolios
a common form of authentic assessment. For students, ePortfolios encourage self-reflection, increase engagement and
develop a sense of ownership, and, for teachers, it provides a more accurate assessment of student knowledge (Kivunja,
2015).
4. Briefly describe Students are individuals with a diverse range of skills and prior knowledge, and learn in different ways and at different
how you would
rates. A ‘differentiated classroom’ aims to meet these needs (Killen, 2016, p. 23), achieved through differentiated
differentiate the
following areas to planning and programming (NSW Education Standards Authority [NESA], n.d.).
cater for student
needs:
 Age/Stage The content of the curriculum must be appropriate for the year level and age of students, and ensures that each learner
appropriate
can be successful. To differentiate the content and be inclusive of students’ diverse needs, the learning intention(s) and
content - link to
the success success criteria would encompass the five essential components to learning defined by Hattie (2012); challenge,
criteria
commitment, confidence, high expectations, and conceptual understanding. These components underpin a student- Commented [k11]: This should be ‘visible’ in the related
 Delivery of the
section above.
learning centred approach which focus on students’ prior knowledge and teachers facilitating tasks that are challenging, however,
experiences -the
attainable through identifying a ‘transparent’ learning pathway.
process
 The ways in
which students
demonstrate their

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11600698 Sarah Adams EEE405: Assessment 1

knowledge – the Learning experiences would be student-centred, accessible and challenging for all students. To help support students to
product
increase their knowledge and cognitive processes, the learning goals would be framed by the six cognitive levels defined
 The learning
environment by Bloom’s taxonomy (Gregson & Doidge, 2018; Killen, 2016; Kivunja, 2015). Cooperative learning activities and
teaching strategies would be central to the learning process as this helps learners achieve a wide range of academic and
(278/250 words)
social outcomes (Killen, 2016).

Planning for differentiated learning experiences would also encompass fair and flexible assessment opportunities
throughout the teaching and learning cycle. The summative assessment would involve students using their strengths,
such as those outline by Howard Gardner’s multiple intelligence theory (Kivunja, 2015), to produce a product that
demonstrates an accurate representation of their knowledge (e.g. an ePortfolio). Accommodations of assessment defined
by Readman and Allen (2013) would also apply to students’ based on needs. Commented [k12]: Outlined well but these could be
linked back to the task mentioned by providing examples.

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11600698 Sarah Adams EEE405: Assessment 1

Assessment Task 1 - Part B: Assessing Student Work Samples (1300 words)

N.B. Using the NSW curriculum, not Victorian curriculum, for this task
a) Allocate a Grade to Grade B New Sample: Jules
the sample.
b) Explain your reasons The grade B is awarded to the student based on the Common Grade Scale descriptions (NESA, n.d.-a), as well as
for arriving at that
outcomes for Stage 3 of the Science and Technology K-6 Syllabus.
particular grade. Base
your explanations on
the material provided The student’s work sample demonstrates characteristics of work typically produced by a student performing at grade
by NESA on the
B standard at the end of Stage 3. Jules has demonstrated a thorough knowledge and understanding of how to plan and
alignment of grades, on
the syllabus conduct an investigation. A high level of competence is evident in the procedure provided, and the observations are
outcomes for the stage
detailed and have been clearly recorded. The effectiveness of each filter has been accurately ranked, however, there
and subject, and on any
other relevant material is no explanation of why some filter materials worked better than others.
that you’ve used in
preparation for this
Jules demonstrates skills of ‘Working Scientifically, and Design and Production’ outlined in the Science and
assessment task.
Technology K–6 Syllabus for Stage 3. More specifically, the skills align with outcomes ST3-1WS-S and ST3-2DP-T
(see Appendix 1) (NESA, 2017). The work sample indicates that Jules is working towards achieving the outcomes as
there was no explanation for the observations in the investigation. Providing an explanation is a key part of the
outcome addressed in the task and criteria for assessing learning (NESA, n.d.-b). Outcome ST3-1WS-S outlines that
students should ‘summarises data to communicate conclusions’ (NESA, 2017), Jules, however, did not complete this
part of the task.

Commented [k13]: Very well discussed with correlation

Overall, the sample shows that Jules is able to apply the required knowledge and skills to most situations. to the outcome and examples as evidence. Discussion as to
why the grade was not lower of higher would have
enhanced your work.

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11600698 Sarah Adams EEE405: Assessment 1

c) Outline areas of In the work sample, the student demonstrates a range of strengths regarding the skills required to complete the task.
strength, and /or areas
The awarded grade B indicates that Jules can plan and conduct a scientific investigation, collect data through
where additional
support may be observation, as well as plan and use appropriate materials, tools, and equipment. These skills are essential components
required, for each
of achieving outcomes from the Science and Technology K-6 Syllabus, as explained in the previous section. Despite
student, using your
knowledge of the demonstrating a thorough knowledge and understanding of these skills, Jules may need additional support to draw
syllabus outcomes.
conclusions based on recorded data to provide possible explanations.
(a,b,c/=393/400 words)
The component of the syllabus outcome ST3-1WS-S, outlined in the precious section (part b), ‘summarise data to
communicate conclusions’ (NESA, 2017), demonstrates that this is a required skill for Stage 3 students. Additionally,
the Science and Technology Stage 3 Foundation Statement indicates ‘investigating scientifically’ requires students to
‘analyse the resulting data…and prepare possible explanations’ (NESA, n.d.-c).
d) Plan To help support Jules to achieve the Science and Technology K-6 Syllabus outcome ST3-1WS-S, the learning
specific learning
activities would centre on increasing higher-order thinking skills. The skills indicated by the work sample demonstrate
activities to move these
students forward in the an ability to apply knowledge, the following lessons would involve focus on the cognitive process of analysis; one of
next lesson. (Don’t
the six levels of Bloom’s taxonomy (Gregson & Doidge, 2018). To explicitly scaffold how to draw conclusions and
write a lesson plan- just
describe appropriate provide possible explanations based on data, activities would be framed by the Gradual Release of Responsibility
learning activities that
(GRR). Webb, Massey, Goggans & Flajole (2019) explain that the framework can be implemented in adaptive ways
you would use in the
next lesson.) and has evolved from the three stages originally envisioned by Pearson and Gallagher (1983). The GRR, based on
e) Describe
Fisher and Frey (2008), includes a collaborative stage. A specific collaborative learning activity such as Graffiti
appropriate teaching
strategies for the Boards would be used to extend Jules through peer collaboration.
learning activities you
have planned.

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11600698 Sarah Adams EEE405: Assessment 1

( d, e = 351/300 words) Graffiti Boards is a cooperative learning strategy, inclusive of all learners’ strengths and can be adjusted to suit student
needs. Typically, there is stimulus that every student responds to either on the whiteboard or in mixed ability groups
on posters within a specific time limit (Facing History and Ourselves, 2019). To extend Jules and encourage higher
order thinking, the task would be completed in mixed ability groups. Each group visits each station and provide a
response. To engage in analytic thinking, the stimulus for the Graffiti board could include several sets of data stationed
around the room with a poster each and the question ‘provide a possible explanation for the trends observed in the
data’. A marker will be available for each student to participate, although students may elect a scribe and verbally
discuss their thoughts. Additionally, a Placemat activity is another cooperative learning strategy that could be utilised
in a similar way. Students are in groups and are given a poster which is divided into five spaces; a centre space and
four corners. Each student responds to the question in their part of the ‘placemat’, before discussing with their group
and deciding upon key ideas to record in the centre (Alberta Education, 2014). Commented [k14]: Well selected and explained explicitly.

f) Consider Formative assessment strategies that provide feedback during the teaching and learning activities includes assessment
appropriate formative
for learning and assessment as learning. The purpose of assessment for learning is for students to receive feedback on
assessment
strategies that could be their progress towards achieving learning outcomes, so students know what to improve on and to how achieve their
used to provide
learning goals. The feedback also allows teachers to evaluate and modify their pedagogy at the students’ point of need
feedback during the
teaching and learning (Gregson & Doidge, 2018; Kivunja, 2015). Assessment as learning encourages students to self-assess and reflect on
activities. What
their learning (NESA, n.d.-d). Discussions, observation and questioning are key formative assessment strategies to
specifically are you
looking for? How will consider for the cooperative teaching and learning activities. More specifically, provide feedback on students’ ability
you collect evidence of
to analyse data and offer possible explanations for their observations.
student learning? How
will you provide
feedback to the Discussions support peer to peer interactions and student-teacher interactions which is a key component of
students? How will you
cooperative learning. Cooperative learning is socially negotiated teaching model whereby social interactions are

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11600698 Sarah Adams EEE405: Assessment 1

use this information for central to the learning community and understanding is best achieved when tasks are performed in group environment
your teaching?
(Gregson & Doidge, 2018). During this process, students can demonstrate their progress towards the learning outcome
as well as receive verbal feedback from their peers. The basis of the discussions would include questions and
questioning that encourages higher-order thinking. Making observations of specific students during discussions and
collaborative peer to peer tasks can be recorded as anecdotal teachers’ notes for planning purposes. Part of the key
focus for the feedback is improve students’ ability to demonstrate the higher-order thinking skill analysis. Evidence
such as discussions and anecdotal observation notes provide feedback to the students as well as inform future teaching
practices.
g) Consider Summative assessment strategies such as using a marking rubric and students producing a project-based product could
appropriate summative
be implemented towards the end of the learning sequence. The purpose of the summative assessment is to inform
assessment
strategies that could be planning for future learning goals and pathways for students as well as provide evidence of achievement against the
used to provide
learning outcomes (NESA, n.d.-d). Readman and Allen (2013) similarly explain that the task must be closely linked
feedback after the
teaching and learning to the intended learning outcome to ensure validity, however, also consider the teaching and learning activities that
activities. What
have preceded the task. The summative assessment would centre on criteria that assess students’ ability to offer
specifically are you
looking for? How will possible explanations for observations in a scientific investigation. Additionally, the criteria would take into
you collect evidence of
consideration prior teaching and learning activities.
student learning? How
will you provide
feedback to the These strategies could be implemented to provide an artefact for an ePortfolio as a summative assessment for a unit
students? How will you
of work. The marking rubric would provide differentiated methods for students to demonstrate their understanding as
use this information for
your teaching? Readman and Allen (2013) highlights the important of equity in assessment tasks. The focus of the learning sequence
is on analysis of data, therefore, the presentation would involve student choice. The ePortfiolio would comprise of
f,,g=480/516 words
coursework summative assessments, the artefact would contribute to the assessment of a greater range of skills. Commented [k15]: Your professionalism is reflected in
this quality answer.

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11600698 Sarah Adams EEE405: Assessment 1

References
Alberta Education. (2014). Placemat Activity. In Support Material. Retrieved from
http://www.learnalberta.ca/content/sssm/html/placematactivity_sm.html
Dixon, H. (2011). Infusing peer assessment into classroom programmes: descriptions of practice [online]. Set: Research Information for
Teachers, 3-10. Retrieved from https://search-informit-com-au.ezproxy.csu.edu.au/documentSummary;dn=057149878863775;res=IELHSS
Edutopia. (2019, August 3). Connecting Public Speaking to Critical Thinking [Video file]. Retrieved from
https://www.youtube.com/watch?v=UV9FgBE68_U
Facing History and Ourselves. (2019). Graffiti board [video file]. Retrieved from https://www.facinghistory.org/professional-
development/ondemand/graffiti-boards

Fisher, D., & Frey, N. (2008). Releasing responsibility. Educational Leadership, 66(3), 32-37. Retrieved from
http://www.ascd.org/publications/educational-leadership/nov08/vol66/num03/Releasing-Responsibility.aspx

Gregson, R., & Doidge, N. (2018). Connecting with science education (2nd ed.). South Melbourne: Oxford University Press

Hattie, J. (2012). Visible learning for teachers: maximizing impact on learning. Retrieved from Proquest Ebook Central
Killen, R. (2016). Effective teaching strategies: lessons from research and practice. South Melbourne, Victoria: Cengage Learning
Kivunja, C. (2015). Teaching, learning and assessment: steps towards creative practice. South Melbourne, Victoria: Oxford University press
NSW Education Standards Authority. (2017). Science and Technology K-6 Syllabus. Retrieved from https://educationstandards.nsw.edu.au

NSW Education Standards Authority. (n.d.). Differentiated Programming. Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming/differentiated-programming
NSW Education Standards Authority. (n.d.-a). Common grade scale for preliminary courses. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/awarding-grades/monitoring-grades/common-
grade-scale

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11600698 Sarah Adams EEE405: Assessment 1

NSW Education Standards Authority. (n.d.-b). Designing and investigating a method by which everyday materials can be used to filter dirty
water. Retrieved from https://arc.nesa.nsw.edu.au/go/stage-3/sci/activities/designing-and-investigating-a-method-by-which-everyday-
materials-can-be-used-to-filter-dirty-water#work-samples
NSW Education Standards Authority. (n.d.-c). Science and Technology: Stage 3 Foundation Statement. Retrieved from
https://arc.nesa.nsw.edu.au/go/stage-3/sci/foundation-statement
NSW Education Standards Authority. (n.d.-d). Assessment for, as and of learning. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches#tab2
Pearson, P. D., & Gallagher, M.C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317-344.
https://doi.org/10.1016/3061-476X(83)90019-X.

Readman, K., & Allen, B. (2013). Practical planning and assessment. Melbourne, VIC: Oxford University Press.

Victorian Curriculum and Assessment Authority (VCAA). (n.d). Victorian Curriculum F-10: English. Retrieved from Victorian Curriculum:
https://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=6
Webb, S., Massey, D., Goggans, M., & Flajole, K. (2019). Thirty‐Five Years of the Gradual Release of Responsibility: Scaffolding Toward
Complex and Responsive Teaching. The Reading Teacher, 73(1), 75-83. https://doi-org.ezproxy.csu.edu.au/10.1002/trtr.1799

EEE405 Assessment Task 1: Strategies for Assessing & Assessing Student Work Samples (2600 words) 50%

Criteria HD DI CR PS FL

Part A: Strategies for Assessing

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11600698 Sarah Adams EEE405: Assessment 1

1. Demonstrate an Response makes Response examines in Response broadly Response identifies and Limited response to
understanding of the judgements about detail, the relationship connects ideas of the retells information questions with one,
relationship between information, between curriculum, relationship between the regarding the two, or no
curriculum, pedagogy presenting and pedagogy and curriculum, pedagogy and relationship between appropriate
and assessment and the defending opinions assessment. Discussion assessment. Discussion curriculum, pedagogy academic reference,
role of assessment in on the relationship analyses learning draws on different and assessment. or reference to
providing effective between curriculum, materials, subject resources from Discussion links to work subject materials;
feedback. pedagogy and materials resources the subject materials and in subject materials. limited
assessment. and further readings to relates to the possible understanding
(500 words) Discussion critically support work; use of impact for teaching and shown of the
analyses and examples of what this learning. relationship
synthesises ideas might look like in the between
8/10 using the subject classroom and how the curriculum,
materials and further knowledge might pedagogy and
appropriately impact teaching and assessment.
sourced academic learning.
references, to
support work; use of
examples of what
this might look like in
the classroom and
how the knowledge
might impact
teaching and
learning.

2. Demonstrate an Learning Intention Learning Intention and Learning Intention and Learning Intention and Learning intention
understanding of a range and success criteria success criteria are success criteria are success criteria are and success criteria
of assessment are clearly effective statements, effective statements, effective statements, need development
practices. Demonstrate constructed, clearly constructed clearly connected to linked to specific to align to focus
the ability to design rich prioritising key based on specific specific syllabus foci. The syllabus foci. The basic syllabus outcome.
tasks catering for syllabus foci for syllabus foci, and concept and design of a concept of a rich task is Knowledge of rich

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11600698 Sarah Adams EEE405: Assessment 1

student needs; including validity of purpose, consider differentiation rich task is identified. Formative tasks for teaching
formative and considering of the content. The demonstrated. Formative and summative and assessing needs
summative assessment differentiation of the concept and design of a and summative assessment strategies development.
strategies to gather content. The concept rich task is compiled to assessment strategies are are restated and are Formative and or
evidence of student and design of a rich create an effective identified, clearly appropriate and summative
learning. (800 words) task is used as the learning experience described, appropriate effective for gaining assessment
basis for structuring a catering for all and effective for gaining information about strategies are either
creative learning students. Formative information about student learning and not
8.5 / 12 experience catering and summative student learning and for for teacher complete/incorrect/
for all students. A assessment strategies teacher practice. Response to or not applicable for
critical justification of are clearly described, practice. Response to differentiation of task the task. Limited or
the choice of innovative and differentiation of task shows a basic level of part response to
formative and appropriate for gaining shows a clearly stated understanding of differentiation of
summative information about understanding of content, content, process, task- requires
assessment student learning and process, product and the product and the further explanation
strategies is given; for teacher learning environment. learning environment. of ideas.
strategies are practice. Response to
effective for gaining differentiation of task
information about shows an extended
student learning and understanding of the
to provide feedback differentiation of
for teacher process, product and
practice. Response the learning
to differentiation of environment.
task illustrates a
critical interpretation
of the differentiation
of process, product
and the learning
environment.

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11600698 Sarah Adams EEE405: Assessment 1

Part B: Assessing Student Work Samples

1. Demonstrated The grading of work The grading of work The grading of work The grading of work The grading of
understanding of how to samples and samples and samples and samples and work samples and
assess student learning accompanying accompanying accompanying accompanying accompanying
and make consistent and explanations use explanations use explanations suggest explanations suggest explanations appear
comparable judgements, insightful and precise precise language understanding of some understanding of to have
grading work samples, language about illustrating an assessment approaches assessment approaches demonstrate little
using syllabus assessment understanding of and the alignment of and the alignment of or no
documents and approaches which assessment assessment to syllabus assessment to syllabus understanding of
identifying areas of explicitly aligns the approaches, and the outcomes. Areas of outcomes. Areas of assessment
strengths and areas for assessment to alignment of strength, and /or areas strength, and /or areas approaches and the
further support. syllabus outcomes. assessment to syllabus where additional support where additional alignment of
Areas of strength, outcomes. Areas of may be required are support may be assessment to
Q. a) b) c) (400 words) and /or areas where strength, and /or areas explained and supported required are provided syllabus outcomes.
6/8 additional support where additional with reference to and supported with Limited reference
may be required are support may be relevant syllabus reference to relevant made to areas of
critically analysed required are analysed outcomes. syllabus outcomes. strength, and /or
and supported with and supported with areas where
reference to relevant reference to relevant additional support
syllabus outcomes syllabus outcomes and might be required;
and further further reading. limited or no
appropriate reference to
academic readings. relevant syllabus
outcomes made to
support discussion.

2. Demonstrate The grading of work The grading of work The grading of work The grading of work The grading of
understanding of using samples and samples and samples and samples and work samples and
consistent accompanying accompanying accompanying accompanying accompanying
judgements and how to explanations use explanations use explanations use explanations explanations

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11600698 Sarah Adams EEE405: Assessment 1

apply these explicitly to insightful and precise precise language language that demonstrates some demonstrates a
teaching and language illustrating illustrating an demonstrates a understanding of the haphazard or
learning practice an understanding of understanding of the developing understanding principles of aligning inconsistent
the principles of principles of aligning of the principles of teacher judgement approach in the use
Q. d) and e) (300 aligning teacher teacher judgement aligning teacher together with the of teacher
words) judgement and together with the judgement together with ability to apply those judgement and
outcomes, together ability to apply those the ability to apply those principles in practice. outcomes.
with the ability to principles in practice. principles in practice. Discussion includes
4.5 /5 apply those Analysis includes Explanation includes specific learning Limited discussion
principles in practice. appropriately specific appropriately specific activities and of specific learning
Analysis includes learning activities and learning activities and appropriate teaching activities and/or
appropriately specific relevant teaching relevant teaching strategies. appropriate/or not,
learning activities strategies, supported strategies. teaching strategies.
and relevant teaching by further reading.
strategies, supported
by further
appropriate
academic reading.

Demonstrate an Critical choice of The response provides a The response identifies The response shows a Assessment
understanding of the effective formative and selection of appropriate and illustrates the use of choice of particular strategies indicate a
purpose of providing summative assessment formative and summative formative and summative formative and lack of
summative and strategies provides an assessment strategies, assessment strategies for summative assessment understanding of
informed designed to effectively
formative feedback. the purposes of collecting strategies which formative and/or
understanding of using inform teacher practice
assessment and student
evidence for feedback on provide an summative
Q. f) and g) (600 words) teaching and learning. understanding of using purposes as a
information as a means learning. Strategies are
of informing teaching clearly devised for gaining Formative and summative assessment information means of informing
practice and student specific and purposeful assessment strategies are as a means of informing teaching
9 /10 learning. Strategies are information about identified, clearly teaching practice and practice. Little or
justifiably devised for student learning for described, appropriate student learning. no reference made
gaining specific and teacher and learner and effective for gaining Explanation is to module
purposeful information feedback. Explanation is information about

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11600698 Sarah Adams EEE405: Assessment 1

about student developed with links to student learning and for supported with subject resources or further
learning. Explanation is subject resources and teacher resources. reading.
developed with links to further appropriate practice. Explanation is
subject resources and readings. supported by subject
further appropriate
resources.
academic readings.

Professional writing and Writing is structured Writing is structured Writing is structured and Writing may contain Writing contains
use of APA (6th ed.) and meaning is clear and meaning is clear to meaning is apparent to some grammatical many grammatical
referencing style. to the reader. There the reader. There are the reader. There are and/or typographical and/or
are no grammatical minor grammatical or minor grammatical errors but these do not typographical errors
4.5/5 or typographical typographical errors. and/or typographical impact on meaning. that impact
errors. Referencing Referencing errors. Referencing Referencing significantly on
demonstrates demonstrates demonstrates academic demonstrates academic meaning.
academic integrity academic integrity and integrity, and generally integrity and generally Referencing does
and conforms exactly mostly conforms to uses the APA (6th ed.) uses the APA (6th ed.) not demonstrate
to APA (6th ed.) style APA (6th ed.) style style conventions style conventions academic integrity,
conventions. conventions. appropriately. appropriately. and does not use
the APA (6th ed.)
style conventions
appropriately.

Your assignment demonstrates that you have engaged with the readings effectively and have developed a deep understanding of formative and summative
assessment. Your analysis of the work samples provides evidence that you have an excellent knowledge of your discipline area and syllabus. It is also
evident that you can make effective grade judgements in a professional manner.
All the best for assessment 2!
Karen Cain 40.5 thus 41/50

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11600698 Sarah Adams EEE405: Assessment 1

Appendix 1
Outcome code Outcome description
ST3-1WS-S plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate
conclusions
ST3-2DP-T plans and uses materials, tools and equipment to develop solutions for a need or opportunity

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