Assessment for Learning Assessment 2 Study Period Two 2013 Xiros, O

Student details

Your Name Olympia Xiros

Course Bachelor of Education (Primary)

Unit details

Unit code EDP140

Unit name Assessment for Learning

Your Tutor Kya Graves

Assessment details

Report Topic Assessment Type: Intervention and Report

Due date 16/07/2013 Your word count 2348

Extension granted Yes / No Extension date

Is this a resubmission? Yes / No Resubmission date

Declaration

I certify that the attached material is my original work. No other person’s work or ideas have been used without acknowledgement. Except where I have clearly stated that I have used some of this material elsewhere, I have not presented this for assessment in another course or unit at this or any other institution. I have retained a copy of this assessment. I have read and understand the Curtin University of Technology document Academic Integrity at Curtin: Student guidelines for avoiding plagiarism.

Name/signature Olympia Xiros Date 16/07/2013

ASSESSMENT FORMAT CHECKLIST / PLEASE HIGHLIGHT

I have named my assessment correctly in the following style: Surname_Firstname_Student ID_EDxxx_Assessmentx.doc Yes / No

I have put in my Surname and Initial into the Header of this document. Yes / No

I have used Arial 11pt font, 1.5 spacing throughout my assessment. Yes / No

Please note: Page 2 of this document contains the Assessment Rubric for your assessment; please begin typing your assessment on page 3.

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Assessment for Learning - Assessment 2 (50%)– Intervention Plan and Report – Assessment RubricCriteria Possible

MarkUnsatisfactory Developing Competent Highly Competent Mark

Student profile 4 Very brief outline, with little or no relevant information given.

Satisfactory profile with some factors mentioned.

Most aspects are mentioned. Detailed, succinct profile describing general abilities and circumstances and factors impacting on achievement.

2

Diagnostic phase Identification and description of the student’s level of proficiency in relation to the Australian Curriculum - either English or Mathematics

5 Brief, limited or inaccurate description of student’s level of proficiency. Description of process unsatisfactory or missing. Limited or no references to readings. Limited or no connection to the Australian Curriculum. Limited, inappropriate or no student work samples/evidence included.

Satisfactory description of student’s level of learning. Satisfactory description of process. Minimal references to readings. Minimal connection to the Australian Curriculum. Some work samples/evidence included and some references to readings.

Clear description of the student’s level of proficiency. Clear description of process. Appropriate references to readings and connection to the Australian Curriculum. Appropriate work samples/evidence included.

Clear and detailed description of the student’s level of proficiency and how it was identified, including the processes used. A variety/wide variety of appropriate scholarly references used. Strong connection to Australian Curriculum. Variety/wide variety of student work samples/evidence included.

2.5

Lesson Plan 10 The lesson plan is missing or incomplete. Limited description of initial ability, learning targets, teaching and learning strategies and assessment tools. Little or no links between sections – identified level, Australian Curriculum, learning targets, teaching and learning strategies, formative and summative assessment. No reflection or insufficient reflection.

Components of the lesson plan have been addressed in some detail. Satisfactory description of initial ability, learning targets, teaching and learning strategies and assessment tools to be used. Links between identified level, Australian Curriculum, learning targets, teaching and learning strategies, formative and summative assessment.

Components of the lesson plan are described in detail. Clear description of initial ability, learning targets, teaching and learning strategies and assessment tools to be used. Clear links between identified level, Australian Curriculum, learning targets, teaching and learning strategies, formative and summative assessment.

Components of the lesson plan are comprehensive and succinct. Proficient description of initial ability, learning targets, teaching and learning strategies and assessment tools to be used. Strong links between identified level, Australian Curriculum, learning targets, teaching and learning strategies, formative and summative assessment.

5.5

Reflection on the assessment cycle Analysis and evaluation of initial diagnosis, learning targets, formative and summative assessment

15 Limited discussion of the assessment cycle in terms of the learning targets, the learning that occurred and effectiveness of formative and summative assessment. Demonstrates an unsatisfactory understanding of concepts and the process. Little or no reference to supporting theory from unit reading.

More depth needed in the discussion of what happened in terms of the learning targets, the learning that occurred and effectiveness of formative and summative assessment. Successes or otherwise not sufficiently explained. Some reference to supporting theory from unit readings.

Sound reflection. Discussion of the process provided, discussing success or otherwise in terms of the learning targets, learning that occurred and effectiveness of formative and summative assessment. Discussion of formative assessment includes indication of changes that occurred in student learning and/or instruction. Appropriate reference to key unit readings.

Critical reflection. Thoughtful discussion of the assessment cycle discussing success or otherwise of the learning that occurred in terms of the learning targets and effectiveness of formative and summative assessment. Demonstrates a highly competent understanding of the process and the distinction between formative and summative assessment. Strong reference to unit readings to support critical analysis.

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Follow-up lesson 6 Limited reference to the learning that needs to occur next. Little or no reference to the Australian Curriculum. Little or no reference to supporting theory.

Some indication of plans for follow-up lesson related to assessment cycle. Satisfactory connection to the Australian Curriculum. Some reference to supporting theory.

Appropriate indication of plans for follow-up lesson clearly connected to assessment cycle. Appropriate connection to the Australian Curriculum. Appropriate references to supporting theory.

Clear, detailed indication of plan for follow-up lesson with a strong link to the assessment cycle. Strong/very strong connection to the Australian Curriculum. Strong references to supporting theory.

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Assessment for Learning Assessment 2 Study Period Two 2013 Xiros, O Standard of academic writing includingAPA Referencing

10 Poorly presented/organised. Expression is unclear and generally lacks cohesion. Inadequate sentence structure. Frequent grammatical, spelling and/or punctuation errors.No references, few references, or major errors in references. Plagiarism evident. Little or no evidence of reading.Incorrect length.

Satisfactory organisation/some deficiencies in structure. Presentation, grammar, spelling and/or punctuation need revision. Argument not developed in enough detail.References inaccurate or incomplete. Minimal in-text referencing used, but with APA style being followed. Minimal reference to unit reading.

Organised appropriately and well presented. Minor errors in grammar, spelling and/or punctuation. Evidence of reference to a range of unit readings.Sound use of APA style throughout with appropriate in-text referencing, although may be some errors. Reference list presented according to APA standards.

High/outstanding standard of presentation. Fluent/concise expression. Minimal/no errors in grammar, spelling, punctuation. Evidence/strong evidence of critical thinking supported by appropriate reference to wide range of suitable academic sources. Correct use of APA referencing style with no/very minor errors.

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GENERAL COMMENT MARK/GRADEI can see evidence of some research in this report Olympia. Unfortunately, what was missing was the analysis or discussion as to why certain things had occurred. There was no analysis of the diagnostic session. Similarly, your intervention lesson didn't really tell me why you chose what you did - and how you believed that was going to provide the outcome you wanted.

It was good to see you link so closely to ACARA though - good stuff there!

Make sure that you read all documentation that you are given for an assignment - especially the marking rubric - they are valuable in providing you with a thorough structure to follow. Please also look at your grammar/punctuation and syntax as this dragged down your last criteria to a pass mark.

26 /50

FAIL (<25) PASS (25-29) CREDIT (30-34) DISTINCTION (35-39) HIGH DISTINCTION (40+)

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Xiros, O.

EDP140 – ASSESSMENT FOR LEARNING

ASSESSMENT 2 – INTERVENTION PLAN AND REPORT

OLYMPIA XIROS, 16498662

SP 2, 2013

Assessment for Learning Assessment 2 Study Period Two 2013 Xiros, O

TABLE OF CONTENTS

1.0 INTRODUCTION.....................................................................................................................2

2.0 STUDENT PROFILE..............................................................................................................2

3.0 DIAGNOSTIC PHASE............................................................................................................3

4.0 LESSON PLAN.......................................................................................................................4

5.0 REFLECTION ON THE ASSESSMENT CYCLE................................................................8

6.0 FOLLOW UP LESSON...........................................................................................................9

7.0 CONCLUSION.......................................................................................................................10

8.0 REFERENCES......................................................................................................................11

9.0 APPENDICES.......................................................................................................................12

A. CONSENT FORM........................................................................................................12

B. STUDENT SCHOOL REPORT - Extract...................................................................13

C. ARRANGING TASK.....................................................................................................15

D. WORKSHEET 1 – BOOK REPORT...........................................................................16

E. WORKSHEET 2 - QUIZ...............................................................................................17

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1.0 INTRODUCTION

The purpose of this report is to devise a lesson plan for a student who has been

identified as being at sound level in English. The lesson plan will help the student

achieve a higher level of competency in English in particularly in the Language area

focusing on Text Structure and Organisation as defined by the Australian Curriculum

(ACARA, 2011).

Students’ sound level competency has been identified by the students’ teacher

through classroom assessments in accordance with the Australian Curriculum

(ACARA, 2011). The diagnostic activities performed by beginning student teacher

consisted of a series of questions in relation to text structure and organisation. This

diagnostic activity helped in identifying student level of understanding and what

further instructions were needed to lift student from sound too high. The lesson plan

will cover the Language Module of English, concentrating on Text Structure and

Organisation.

This report contains diagnostic activities undertaken, extract of school report and

lesson plan. No teacher contact was made due to the fact that school holidays had

commenced and the student is known to the beginning student teacher, thus parent

was approached directly for viewing of school half yearly report.

2.0 STUDENT PROFILE

The student is an eight year old who currently resides with both parents and one

younger sibling. The student is bilingual with English being the predominating

language spoken at home.

The student attended day care prior to commencing formal schooling and is currently

in Year 2. The students’ half yearly school report (Appendix B) indicates sound level

for text structure and organisation in the English strand of the Australian Curriculum.

The student also receives weekly lessons in parents’ language by teachers

Assessment for Learning Assessment 2 Study Period Two 2013 Xiros, O

specialised in teaching language so thus is learning two languages at the same time.

This may hinder student in achieving higher grades in English due to the importance

placed at learning the other language.

3.0 DIAGNOSTIC PHASE

In order to ascertain were the students’ knowledge of text structure and organisation

in English needed improvement to take student from sound too high as defined by

the Australian Curriculum (ACARA, 2011) the following diagnostic activities were

identified by the beginning student teacher as required.

According to First Steps (2013) gathering data provides ample basis for diagnostic.

Ideally students work samples would have sufficed in determining areas covered and

were improvement is needed to elevate student from sound too high in accordance

with ACARA’s Year 2 Achievement Standard for English “by the end of Year 2

students understand how similar texts share characteristics by identifying text

structures and language features used to describe characters, settings and events”

(ACARA, 2011). Thus questioning the student on various aspects of text structure

took place. Student was asked to identify fiction books that student has. Student

indicated that they are story books not fiction books. Student was then asked if the

home library contained any non-fiction books, student asked for clarification.

To further complement questioning, performance task strategy was utilised.

Performance task helped identify students’ writing ability and sentence structure.

According to McMillan (2011, p. 234) citing Groeber (2007) this provides an

authentic “student centered” sample.

The interactive approach was used in identifying students reading capabilities and

comprehension. The interactive approach uses “both whole words/stories and letter-

sound associations” (Foreman, 2008a, p. 251). The novel selected was When Will It

Rain by Kate Cumming. This picture book was used due to the fact that student

showed an interest in the cover of the book. The student showed a lot of enthusiasm

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for reading. The students’ tone was monotonous but student was able to work out

unfamiliar words without intervention.

4.0 LESSON PLAN

Learning Area Year Length of lesson DateEnglish 2 40 min 1/7/2013

Topic/Lesson Title: Language: Text Structure and Organisation – Different text structure of Fiction and Non-Fiction

Books

Current level in relation to Australian Curriculum:Year 2 students should be able to understand the purpose of text, identify language

features, images and vocabulary used to describe characters and events (ACARA,

2011). Lesson Plan is for student at sound or expected level of competence in

accordance with Australian Curriculum.

Link to the Australian Curriculum that learning target for this lesson is developed from:ACELA1463 - “Understand that different types of texts have identifiable text

structures and language features that help the text serve its purpose:

“Identifying the topic and type of a text through its visual presentation, for example

cover design, packaging, title/subtitle and images;

Becoming familiar with the typical stages of text types, for example simple

narratives, instructions and expositions” (ACARA, 2011).

Learning Target:

By the end of the lesson the child will be able to:

Identify the difference between fiction and non-fiction;

How to identify the text structure in a simple narrative book.

Write a Fiction Book Report identifying Book Title, Author, Illustrator, Publisher, Who,

What, Where and Conclusion.

Assessment for Learning Assessment 2 Study Period Two 2013 Xiros, O

Preparation/Resources

Picture book Bambi 2 by Catherine McCafferty

Four each of Fiction and non-fiction books that student will be able to sort in Fiction

and non-fiction piles.

Book Report worksheet for student to complete to show comprehension of text in

particular looking for signal words.

Quiz Worksheet

Teaching and Learning Strategies:Teaching:

Input: Ask student what Fiction and Non-Fiction books are?

Explain what is meant by Fiction and Non-Fiction.

Ask student if student can see any visual differences.

Modelling:

Use books samples show student differences between text types.

Show student index page and contents page in Non-Fiction books and chapter books

(Fiction books).

Read Bambi 2 by Catherine McCafferty

Explain signal words for cause and effect text types. Signal words such as why, as a

result, because, so, since, effects and cause.

Comprehension:

1. Check to ensure that student understands the differences between Fiction and Non-

Fiction by asking student to explain what fiction and non-fiction books are.

2. Check for student’s comprehension of Fiction and Non-Fiction by asking student to

classify selected books into piles according to Fiction and Non-Fiction.

3. Check students comprehension as too why index and contents pages may be

helpful.

3.1. Ask student why index page is used for.

3.2. Ask student why contents pages are important.

3.3. Ask students what type of books contain index and contents pages.

4. Check students comprehension of book, what kind of book Bambi 2 by Catherine

McCafferty is (in this lesson it is used to demonstrate simple narrative).

5. Student to select own book and complete worksheet to show comprehension of text

in particular looking for cause and effect signal words.

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Questioning Strategies: Bloom’s Taxonomy (McMillan, J. H., 2007, p.p. 43-46) is

used to provide higher levels of thinking:

1. Knowledge: Recalling and remembering – What are Fiction and Non-Fiction books?

2. Comprehension: Explain what index and contents pages function is. Understanding

differences of Fiction and Non-Fiction books. How to identify cause and effect in

simple narrative books.

3. Application: Demonstrate which books are Fiction and Non-Fiction books by

placing in correct piles (also demonstrates comprehension of different type of text)

4. Analysis: What simple narrative texts contain.

5. Evaluating: Checking comprehension of terms Fiction and Non-Fiction books in

particular simple narrative texts.

6. Creating: Produce a Book Report.

Formative Assessment:

Both high level and low level formative assessment will be conducted, comprising of

gathering evidence through informal observations, structured exercises, questioning

and feedback during (high level) and after (low level) lesson will be used to assess

learning and teaching; students participation and teacher-student interaction.

(McMillan, J. H., 2011, p.101). These are broken down to:

1. Start of Lesson:

Do you know what Fiction and Non-Fiction Books are?

Can you see any visual differences between Fiction and Non-Fiction Books?

What are they?

Why would we use a contents page?

Why would we use an index page?

2. During:

Before reading Bambi 2 by Catherine McCafferty:

Is this a Fiction or a Non-Fiction Book?

What is some signal words used in the book?

3. Before concluding lesson:

What is the purpose of fiction books?

What is the purpose of non-fiction books?

Can you put these books into Fiction and Non-Fiction piles?

Assessment for Learning Assessment 2 Study Period Two 2013 Xiros, O

During formative assessment adjustment to lesson plan may be required to ensure

lesson objectives are met. This can be achieved seamlessly during questioning by

modifying questions to achieve desired result.

Feedback at all stages is important as it encourages and motivates students.

Summative Assessment:Summative Assessment is conducted at the end of the lesson to show

comprehension of lesson to ensure student has met the objectives of the lesson. In

this lesson the worksheets completed at the end of instruction will be used for

summative assessment.

Appendix D is the Book Report student was asked to fill in after completion of the

lesson. It asks the student to provide information about the book – book title, name

of author, illustrator, setting, main character/s, cause, effect and conclusion.

Appendix E is the short quiz conducted at the end of the lesson in which the student

was asked to read and underline correct response to a series of questions based on

the lesson.

These worksheets form part of the summative assessment enabling judgement of

students’ comprehension of lesson or whether further lessons are required to meet

lesson objectives.

Identification of learning that was achieved in relation to the learning target:

Learning targets judge what students should know and be able to do (McMillan,

2011, p. 55). This can be depicted by measuring achievement of the learning target,

McMillan (2011, p.63) by selected responses in the form of matching questions in the

Appendix E, Quiz, and constructed-response in the form of oral questioning was

observed in helping identify what learning targets were achieved.

The following identifies learning of target achieved:

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1. Student was able to differentiate between fiction and non-fiction books. This is

depicted in Appendix C whereby student has successfully arranged books in fiction

and non-fiction piles.

2. Student answered correctly questions posed to him:

1. What is a fiction book?

2. So then what is a non-fiction book?

3. What is an index used for?

4. What is a content page?

3. Students produced book report with all but the country of origin field supplied

(Appendix D)

4. Student completed quiz with all but one question wrong (Appendix E).

5.0 REFLECTION ON THE ASSESSMENT CYCLE

In the initial diagnostic phase of the report, selecting the appropriate diagnostic

method to use was vital in identifying student’s needs. Utilising school report should

not be the only method of determining needs, as the report does not show what was

being covered in connection to learning area report focuses on. The schools

learning objectives/goals have not been considered which plays an important part in

developing lesson plans (McMillan, 2011, p. 29.

The assessment cycle in order to be effective must consist of multiple measures that

use more than one source of assessment method to enhance construct validity and

decision validity (Brookhart, 2009). This can be achieved by providing student the

opportunity to demonstrate understanding and comprehension of lesson through

formative and summative assessment.

Formative assessment is conducted during instruction by questioning understanding

of what fiction and non-fiction books are. This enables monitoring of progress of

student during instruction by informal observation, questioning to involve student in

Assessment for Learning Assessment 2 Study Period Two 2013 Xiros, O

lesson in order to promote thinking and comprehension and is seamless and

continuous (McMillan, 2011). In conducting the lesson, questions asked on reflection

were too closed, requiring definition only, thus in effect not as effective as required

with students’ answers not a true comprehension of learning (Popham, 2008).

Summative assessment is conducted before closure in the form of a book report

(Appendix D) and at end of lesson quiz (Appendix E). Summative assessments

used in the lesson, enables assessment of what knowledge the student has acquired

as a result of the lesson, in order to determine if the student has progression

(Chappuis & Chappuis, 2007/8, pp. 14-19). As this lesson is not a standalone

lesson, it can only determine/measure lesson presented.

In terms of the learning targets both formative and summative assessments utilised

at the time of writing lesson plan seemed appropriate. During instruction formative

assessment also included feedback to students’ participation to encourage, motivate

or seek further clarification was required. Summative assessment at the end of the

lesson proved to be a ‘big hit’ with the student and this might be something to think

about when planning next lesson.

6.0 FOLLOW UP LESSON

The follow up lesson would expand on text structures by introducing and working on

each descriptive text structures. Describing what descriptive text structures are and

what signal words they use. Instruct students by modelling written paragraph and

then having students write their own in the same text structure modelled. Once this

is mastered, move on to other text structures in this order: sequence, problem and

solution, cause and effect, and compare and contrast.

All follow up lessons align with the Australian Curriculum English Strand for Year 2,

Language – Text Structure and Organisation – ACELA1463 – “Understand that

different types of texts have identifiable text structures and language features that

help the text serve its purpose” (ACARA, 2011) and scaffold students learning in

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order for deep understanding of text structure and organisation to occur (McInerney

and McInerney, 2005).

Whilst encouraging student to promote greater understanding of text structure and

organisation consideration must be taken on students’ zone of proximal development

(Vygotsky, 1978). In other words, is the student ready to absorb next lesson.

7.0 CONCLUSION

In conclusion, diagnostics undertaken enable beginner student teacher to develop a

lesson plan that will enable student to achieve a higher level of competency in text

structure and organisation. The diagnostic activities enabled identification of area

requiring further clarification in order to successfully progress. The lesson plan

developed has direct links to the Australian Curriculum. Both formative and

summative assessments conducted indicate effectiveness of lesson and reflected

upon during the assessment cycle. Follow up lesson plan has been identified and

presented.

Assessment for Learning Assessment 2 Study Period Two 2013 Xiros, O

8.0 REFERENCES

Department of Education WA. (2013). First steps. Linking assessment, teaching and learning. WA: Department of Education WA. Retrieved from http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

ACARA. (2011). Retrieved July 10, 2012, from Australian Curriculum, Assessment and Reporting Authority: www.australiancurriculum.edu.au

Brookhart, S. M. (2009). The many meanings of "multiple measures". Educational leadership, 67, pp. 6-12.

Chappuis, S. and Chappuis, J. (2007/2008). The best value in formative assessment. Educational leadership, 65, pp. 14-19. Retrieved from https://lms.curtin.edu.au/webapps/portal/framset.jsp?tabGroup=c...vol65%252Fnum04%25FThe-Best-Value-in-Formative-Assessment.aspx

Foreman, P. (2008). Inclusion in Action. In G. Robinson, Understanding literacy and numeracy (pp. 247-289). South Melbourne, Victoria: Thompson.

Groeber, J. F. (2007). Designing and using rubrics for reading and language arts, K-6 (2nd ed.). Thousand Oaks, CA: Corwin Press.

McCafferty, C. (2006). Bambi 2. Rowville, VIC: Funtastic Limited.

McInerney, D. M. & McInerney, V. (1998). Educational psychology: constructing learning (2nd ed.). Australia: Prentice Hall Australia Pty Ltd.

McMillan, J. H. (2007). Principles and practice for effective standards-based instruction. In Classroom assessment (pp. 43-46). Boston: Pearson. Retrieved from https://lms.curtin.edu.au/courses/1/312561-Vice-Chancello-8406..._2532033_1/embedded/Bloom%27s%20Taxonomy%20%28McMillan%29.doc

McMillan, J. H. (2011). Classroom Assessment - Principles and practice for effective standards-based instruction (5th ed.). Boston, MA: Pearson.

Popham, W. J. (2008). Transformative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from https://lms.curtin.edu.au/@@/5F8E4268DABA844114B1756FCDF55A...840681756/content/_1880058_1/embedded/Popham%20pp.57-63.doc

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

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9.0 APPENDICES

A. CONSENT FORM

Assessment for Learning Assessment 2 Study Period Two 2013 Xiros, O

B. STUDENT SCHOOL REPORT - Extract

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Assessment for Learning Assessment 2 Study Period Two 2013 Xiros, O

C. ARRANGING TASK

Non-Fiction Pile Fiction Pile

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Sample of 4 fiction and 4 non-fiction books

D. WORKSHEET 1 – BOOK REPORT

Assessment for Learning Assessment 2 Study Period Two 2013 Xiros, O

E. WORKSHEET 2 - QUIZ

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