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1. Description of the program
The consideration of students who are to be assessed remains important for the purpose
of developing the assessment design. I believe it is imperative to select a year level that
suits the learning areas based on the curriculum. Therefore, I plan to choose the
Foundation year for this particular assessment assignment. The assessments must
always be designed while keeping in mind the characteristics of the students along with
the underlying consideration of the context. The basic characteristics like year levels,
ages, gender and the context of curriculum is important to develop the assessment.
The ages relevant to this year level is around 5-6, gender of the learners includes both
males and females and the location of the school is Brisbane, Australia. The socio
economic status of the families of learners is middle class with ASD, visually impaired
and sequential memory learning issues within the classroom. The diversity of the
learning group is significant because we live in a society where people from different
nations come in order to earn their livelihood in a more appropriate manner. I believe
that the assessment must focus on the aspect of diversity strongly enough so that no
student have to face any sort of discrimination. The program being referred for this
assessment is related to the course of science. The curriculum source selected for the
purpose of developing this assessment is the Australian National Mathematics
Curriculum. I have selected this curriculum because I believe science is important for
students. The educational environment is such that teachers value educating the
children and assisting them to reach their full potential.
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2. Adapted Backward Design Backward Design Plan
Stage 1 - Desired ResultsSubject / KLA – Year Level -Established Goals (Syllabus / Essential Learnings/National Curriculum, VELS …):
Foundation Year Achievement Standard
By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They
suggest how the environment affects them and other living things.
Students share observations of familiar objects and events.
Content Descriptions
Science Understanding
Biological sciences
Living things have basic needs, including food and water (ACSSU002)
Chemical sciences
Objects are made of materials that have observable properties (ACSSU003)
Earth and space sciences
Daily and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004)
way objects move depends on a variety of factors, including their size and shape (ACSSU005)
exploring and observing the world using the senses (ACSHE013)
Respond to questions about familiar objects and events (ACSIS014)
Explore and make observations by using the senses (ACSIS011)
Engage in discussions about observations and use methods such as drawing to represent ideas (ACSIS233)
Share observations and ideas (ACSIS012)
Understandings: Students will understand that . . .
This unit will assist students to understand how movement occurs in different ways and what
are the different factors involved to cause this movement. Students will learn how to respond
to questions about familiar objects and events. Explore and make observations by using their
senses thus improving their thinking skills and help them to make more informed choices.
Engage in discussions about observations and represent ideas through different methods such
as drawing. Communicate their ideas through sharing these observations and ideas.
Specific Learning Outcome Statements
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This unit will assist students to understand how humans and animals move.
Students will also look at a range of information and analyse this information thus
improving their thinking skills and help them to make informed choices when
designing their toy.
Students will gain a deeper understanding of movement and demonstrate-show this
understanding.
Students will investigate all factors that could influence movement.
Students will apply previous learnt knowledge to construct their own toy.
Students will explain how weight, surface affect movement thus impacting on their
toy design.
Reflect upon experiments by identifying the force used and how they move.
Reflect upon experiments by identifying the factors that cause movement.
Stage 2 – Assessment EvidenceACTION: Children will individually design a moving toy. They need to support their model
with a design and do a presentation explaining how it moves, what parts work together to
make it move and what force/s is/are used to make it move. Three components – Design,
Construct & Present model by using investigation, journal entries, research and oral
presentation.
Students will be supplied with a Class Science Journal where they will be required to record
their discoveries throughout the six week unit. Written feedback will be given on a weekly
basis individually to assist students on their knowledge of the key concepts. Students will
present their toy design and discoveries as an oral presentation on completion of the six week
unit with visual aids.
Through what formative assessment tasks will students receive feedback to highlight what
they have learnt and how they can improve their future performance?
Students will be given a variety of activities to assess their knowledge on movement:
Match pictures of moving things to action words.
Identify what force is required in various activities.
Fill in the Venn diagram with pictures of things that are pushed, pulled or both.
Match pictures of moving objects to factors that help them move in a certain way –
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shape, surface, etc…
Design:
Students will design their toy after looking at a range of information and analyse this
information engaging thinking skills, then construct and present this orally.
Development of ideas will be recorded in each student’s Class Science Journal.
Evaluate:
Students through reflection upon experiments by identifying the force used and how
they move. The observations, strategy and data collection and analysis will be
recorded in each student’s Class Science Journal.
Analyse
Students will investigate all factors that could influence movement: Class Science
Journal (individual) and add to word wall (whole class).
Apply:
Students will apply their understanding of movement by conducting a variety of
scientific experiments- bouncy balls, racing cars, climbing toy, water trough (floating
and sinking), marble painting magnets. Discoveries will be compiled and recorded in
each student’s Class Science Journal.
Understand:
Students will be given a timeline for the completion of the main elements of the Toy
Design assessment.
Students will be asked to predict, based on two different surfaces, the effect they will
have on how far and object will roll. Complete the experiment and record results in
student’s Class Science Journal.
Remember :
Students will shared with the class in collaborative groups weekly what it is they have
learnt about movement. Groups of students will be identified for specific review
activities based on their results on these collaborations.
Stage 3 – Hidden Skills and how they are addressed.1. Time Management
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2. Group-work skills
3. Journal writing
4. Science Understanding
5. Giving effective and constructive feedback
6. Presentation Skills
Hidden skills-
1. Students will be given the task sheet and rubric at the same time to prepare them for
the assessment, the teacher will monitor progress on a weekly basis by checking the
students work in class and revisit these sheets weekly to provided support and re-
establish assessment criteria for a two week class science investigation unit prior to
this task.
2. Students will review group skills before the start of the unit and practised in other
subjects, group work skills will be displayed on the wall and monitored by the teacher
3. A practice science investigation will be carried out by the class as a whole and
students will give structured feedback to each other as to strengths and weaknesses as
well as get feedback from the teacher while also establishing how to record data in a
variety of ways.
4. Through the practice science investigation students will develop an understanding of
science concepts and terminology needed for this unit.
5. Before the feedback on the class investigation students will be instructed what
constitutes good constructive feedback and practise this when discussing each other’s
Class Science Journal’s.
6. Through show and tell before this unit begins students will develop self-confidence in
public speaking skills with the support of visual aids.
Adapted from:
Wiggins, Grant. Understanding by Design (Expanded Second Edition).Alexandria, VA, USA: Association for Supervision & Curriculum Development, 2005. p 22.http://site.ebrary.com/lib/unisouthernqld/Doc?id=10081770&ppg=34
3. Assessment Instrument : Task Sheet and Rubric
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TOY DESIGN SUMMATIVE TASK
FOUNDATION YEAR
GReal-world Goal
Your task is to design and create a toy that moves.
RReal-world Role
Your role is to be the “TOYMAKER”.
AReal-world Audience
You are to present this to your class.
SReal-world Situation
This challenge involves: Exploring the way objects move depends their size and shape Exploring and observing the world using your senses Explain how your toy moves Share observations and ideas about movement with your peers
PReal-world Products or
Performances
Once you create your toy, you will : confidently orally present it to your peers confidently explain how your toy moves and functions.
SStandards
Present confidently as an oral presentation with brief explanation how objects move and function show a clear understanding of the toy that was created.
Due Date
*Adapted From Wiggins, Grant and Jay McTighe. Understanding by Design Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development. 2004. March 2011
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SUMMATIVE TASK RUBRIC
STUDENT NAME:____________________________ TEACHERS NAME:_________________________________
DATE:_______________________ Indicates year level expectation
Term FourFoundation Year Achievement Standard
By the end of Foundation Year, students will be able to describe the properties and behaviour of familiar objects in how they move and function.
Students will be also able to share observations of familiar objects and events.
E D C B ABeginning to work towards the achievement standard
Working towards the achievement standard
Demonstrating the achievement standard
Working beyond the achievement standard
Extending with depth beyond the achievement standard
Knowledge With explicit prompts, they: explain how things move around
us..
With prompts, they: explain how things move
around us.
They independently: explain how objects move
around us.
They: explain with brief explanation
how things move around us..
They: explain with detailed explanation
how things move around us..
Understanding With explicit prompts, students: Explain movement depends on
factors including size and shape..
With prompts, they: Explain movement depends on
factors including size and shape.
They independently: Explain movement depends on
factors including size and shape.
They: Explain with brief explanation
movement depends on factors including size and shape.
They: Explain with detailed explanation
movement depends on factors including size and shape.
Skills With explicit prompts, they were able to:
Plan- design-present toyexplain how toy moves and
functions.
With prompts, they were able to:Plan- design-present toyexplain how toy moves and
functions.
They independently were able to:Plan- design-present toyexplain how toy moves and
functions.
They confidently were able to:Plan- design-present toyexplain how toy moves and
functions.
They were able to with extreme confidence:
Plan- design-present toyexplain how toy moves and functions
with extreme confidence.
What you did well: What you needs to work on:
Indicates the level that the student is attaining.
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4. Educational Justification
Foundation Year students, are required to produce an assessment item that draws
from the students prior knowledge and skills relating to movement, as well as previous
science investigations within the classroom. As a result students are able to link the familiar,
through this prior knowledge, to their new discoveries via these observations and group
discussions. Thus allowing for validity, reliability and authenticity within the strategy.
When taking a closer look at this assessment I feel it is valid as it demonstrates the
content descriptions I have selected from the Australian National Curriculum. To make an
assessment valid it needs to measure exactly what it is claiming it measures and I feel my
assessment task does this. It utilises strategies that demonstrate validity by measuring the
content descriptions I have selected from the Australian Curriculum and showing its clear
alignment with the assessment task.
Over the six week period, students will learn about how things move, making clear
connections to real world objects that surround them every day. Students will engage in
research skills throughout the task by making careful observations when conducting scientific
experiments to explore and build on prior knowledge. This will involve taking a closer look at
“what force is used?”, “how does it move?” and “factors that affect its movement?”. Planning
skills will be further developed throughout this unit to reach the end goal of designing a toy
and assist in developing knowledge on the three previous ideas on force. This unit will
conclude with students presenting findings and recognising what is relevant to the experiment
with their peers and class as well as clarifying any misconceptions they may have encountered
along the way. Validity is exercised by providing as much emphasis to the curriculum content
required to be taught with each lesson focusing on teaching relative concepts prior to students
being asked to complete the assessment tasks thus assuring assessment on what is taught.
Formative assessment where students will be required to add to their Class Science
Journal as they complete tasks will be revisited several times a week, thus giving the teacher
frequent opportunities to check student work for understanding. Feedback is given to all
students through this method consequently making it a valid method of not only facilitating
student work but also allowing for flexibility to alter lesson content if necessary to ensure
students are learning the required skills and knowledge that are essential for proficient
performance.
For summative assessment, children will individually design a moving toy. They need to
support their model with a design and do a presentation explaining how it moves, what parts
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work together to make it move and what force/s is/are used to make it move. Three
components will be used– Design, Construct & Present model by using investigation, journal
entries, research and oral presentation. Students will be supplied with a Class Science Journal
where they will be required to record their discoveries throughout the six week unit and
include any worksheets relating to movement-forces. Written feedback will be given on a
weekly basis individually to assist students on their knowledge of the key concepts. Students
will present their toy design and discoveries as an oral presentation on completion of the six
week unit with visual aids. The oral presentation must demonstrate the knowledge the
students have gain through explaining how things moves around us whilst also show a clear
understanding of how movement can be affected depending on factors such as shape and
size. The students also need to demonstrate their skills such as confidence when presenting
the plan and design as well as when explaining how their toy moves and functions. Student’s
performance will be measured on a five point scale relevant to the level of skills necessary to
fulfil the requirements of the learning outcomes.
Reliability is consistent judgements, it is repeatable and gives clear indication. For a
test to be reliable it needs to have a clear and concise marking rubric that can be understood
by all markers so as to avoid confusion. The rubric needs to have clear differentiated levels
that allow for all possible answer combinations. Rubrics have the potential of promoting
learning and/or improve instruction. The main reason for this potential lies in the fact that
rubrics make expectations and criteria explicit, which facilitates feedback and self-assessment
(Jonsson, 2007). The rubric used in the Foundation year task, defines clear and consistent
expectations for each task specific descriptor making both students and teachers aware of the
expectations for each part. My assessment strategy will be reliable as the results are unlikely
to change exponentially if assessed in another time and place or by another assessor
(Churchill et al., 2011, p408).
Authenticity is the belief that knowledge is constructed from what students already
know. To develop authentic activities within the classroom you need to utilise a student’s
prior and constructed knowledge, understanding and skills so they can apply them to real
world situations. In a classroom setting, this can be achieved by using many different
approaches; real world, open ended, complex tasks over time, use multi-perspectives and
resources, collaborative groups, opportunity to reflect while assessment is still embedded.
This task given to Foundation year students offers authentic learning experiences are
enhanced by having a complex task over time where the students get to work collaboratively
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and reflect on what they have done. It allows diverse solutions and outcomes whilst giving the
students’ time to create something worthwhile in their own right.
Due to student dynamics and location, I have attempted to set an assessment task that
requires the students to develop skills that they can use for their life outside of school.
Students will become inquirers asking and clarifying any questions or doubts whilst engaging
in activities and discussions- what, why, how, when. They will develop knowledge through
sharing ideas and information, and supporting others with queries and doubts. Lastly they will
become thinkers stopping to think carefully before analysing and presenting data and therefor
engaging to think about why does it happen and how does it happen. When you add this to
scaffolding student learning through linking prior knowledge to new learnings and tasks that
relate to students life both in and out of school, in particular aiding in preparing them for life
after school, the assessment item used displays valid, reliable and authentic features.
Progressive assessment such as the Foundation year task is beneficial because it tests
student’s abilities far more than your remembered knowledge, and abilities are more
important. This task does have some positives and negatives when comparing it to the 5
principles “Characteristics of Good Assessment”. A student’s ability to research, analyse,
dissect and communicate with peers is utilised during this task. They are able to bring forward
information derived from a set of data-activities. These kind of analytical abilities are
important in day to day life. As a result, the students will succeed far more with progressive
assessment than in exams regardless what learning difficulties they may possess! They may
even have fun along the way!
5. Provision for 3 students with Special Needs The concept of “full inclusion” is that students with special needs can and should be
educated in the same settings as their normally developing peers with appropriate support
services, rather than being placed in special education classrooms or schools. According to
advocates the benefits of full inclusion are increased expectations by teachers, behavioral
modeling of normally developing peers, more learning, and greater self-esteem. Although
the notion of full inclusion has appeal, especially for parents concerned about their
children's rights, there is very little empirical evidence for this approach. Three Learning
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issues within this class are ASD, sequential memory and visual impairment I would adjust
the task offering full inclusion to all needs.
A student with ASD is defined as one that has impaired social functioning so the group
work and oral presentation in this unit may raise some concerns for this student within a
classroom context. Although this task culminates with an oral presentation it allows a vast
amount of flexibility along the way to support ASD students to make it fair for a child with
these learning needs. “Although the task may seem daunting to teachers, students with
ASD can and do learn.” (Flynn, S.) A child with ASD may struggle presenting to the class
so this task could be modified so they could record the presentation at home and display on
the interactive whiteboard to the class. Utilising support throughout the school such as
teacher aides to engage this child in experiencing the hands on science experiments and
engaging actively in group discussions would form a solid foundation; as well as
consulting with the parents so they understand the criteria clearly to support the child’s
understanding further at home would reinforce this foundation. Links such as ASD Bright
ideas ( http://www.asdbrightideas.com/shop/ ) and Teaching ideas (
http://www.teachingideas.co.uk/more/specialneeds/moreasdideas.htm ) offer a wide variety
of classroom ideas through positive inclusion.
A student with Sequential Memory issues is defined as one that has a poor ability to
perceive things in sequence and then remember the sequence leading to then inability to
retain ideas and concepts. These students also normally display poor auditory sequential
memory, and therefore are unable to repeat longer words orally without getting the
syllables in the wrong order. To ensure this task is fair for a students with these needs
providing them with a graphic organizer and visual cues would benefit them greatly. These
simple tools along with the support of a teacher aide could be used prior to experiments to
remind the student of what we are looking for in development of our toy design. Engaging
with visual cue whilst discussing observations would further support this.
(http://www.livestrong.com/article/181788-activities-for-people-with-sequential-memory-
problems/ ). “Given that analytical thinking – analysis, synthesis, understanding of cause
and effect, order of operations, etc. requires that students remember sequential
information” (Fitzell ,2014) this unit would require visual support to be put into place.
Cue card along with PowerPoint presentation would also be offered to the student for the
oral presentation for further support.
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A student with Visual Impairment is defined as having “unique educational needs which
are most effectively met using a team approach of professionals, parents and students”.
(Taylor, J) Engaging a visually impair child in the task to offer them the same
opportunities as their classmates requires the teacher to provide adequate preparation to the
program. Allocating a teacher aide or support staff to read through the task one-on-one will
ensure thus fairness along with further support by engaging the parents. Simple things such
as enlarging A4 sheet to A3 will also assist and placing the student to a position in the
room where they can see what is happening in experiments and discussions.
References
Australian Curriculum http://www.acara.edu.au/curriculum/curriculum.html
Minister for Education, Training and the Arts, Mr Rod Welford (December, 2008).
Code of Ethics for Teachers in Queensland.
https://www.qct.edu.au/conduct/codeofethics.html
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming
and planning in early childhood settings (4th Ed.). South Melbourne, Vic.: Cengage Learning
Australia.
Charlesworth, R. (2011). Understanding child development (8th ed). Belmont, CA:
Wadsworth Cengage Learning.
Fetherston, T. (2006). Becoming an effective teacher. South Melbourne, Vic.:
Thomson Learning
Michaelson, Fink, and Knight. (1997) Speaking of Teaching (Newsletter)
http://web.stanford.edu/dept/CTL/Newsletter/cooperative.pdf
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Kay Sambell, Liz McDowell, Sally Brown. (1997) “But is it fair?”: An exploratory
study of student perceptions of the consequential validity of assessment.
Studies in Educational Evaluation, Volume 23, Issue 4, 1997, Pages 349–371
Fetherston, T (2007) Becoming an Effective Teacher, Thomson: South
Melbourne, Victoria.
Jonsson, Anders (2007) Educational Research Review,
Volume 2, Issue 2, 2007, Pages 130–144 http://www.sciencedirect.com/science/article/pii/S1747938X07000188
RL Linn, EL Baker, SB Dunbar. (1991) Complex, performance-based
assessment: Expectations and validation criteria http://edr.sagepub.com/content/20/8/15.short
Wright, M. (2014). Blackboard: Assignment 1. Toowoomba: USQ
Example Student Report.pdf. (2013). Student Report 2013. Summary of skills
assessed. Retrieved on September 2, 2014
http://usqstudydesk.usq.edu.au/m2/mod/folder/view.php?id=248950
Don't worry, this is only a test. By: Cutshall, Sandy, Techniques: Connecting
Education & Careers, 15271803, Apr2001, Vol. 76, Issue 4
http://scholar.google.com.au/scholar?
hl=en&q=authentic+assessment+and+cutshall+2001&btnG=&as_sdt=1%2C5&as_sdtp
ASD Links
Flynn, Susan., Inclusion strategies for students with autism spectrum disorders
http://www.learnnc.org/lp/editions/every-learner/6692
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Smith Myles, B. and R. L Simpson, (2001). "Effective practices for students with Asperger
syndrome," in Focus on Exceptional Children
Sherer, M., Pierce, K., Parades, S., Kisacky, K., Ingersoll, B., & Schreibman, L.,(2001).
"Enhancing conversation skills in children with autism via video technology: Which is better,
"self" or "other" as a model?" in Behavior Modification 25, 140-158
Sequential Memory Links
Fitzell, Susan.(2014). How to Remember the Sequence of Events, Cycles in Science, or
Timeline in History! (http://susanfitzell.com/remember-the-sequence-of-events/ )
Visual Sequential Memory learning activities
http://www.ot-mom-learning-activities.com/visual-sequential-memory.html
Sequential-memory
http://www.thereadingclinic.co.za/e/sequential-memory.htm
Visual Impairment Links
Taylor, Josephine L. The American Foundation for the Blind's Leadership Institute, Education
Work Group E ducating Students With Visual Impairments for Inclusion in Society
http://www.afb.org/info/programs-and-services/professional-development/teachers/inclusive-
education/1235
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