You have the opportunity to complete forum posts and receive feedback from your peers. Completing these tasks will gain you marks towards your overall grade in this unit. In order to get these marks, you will need to do the following:

Completion of forum activity and provision of feedback to a peer as described. Participation in group feedback activity. Completion of quiz. 

Written assessment task 1: Planning for assessment

Assessment Type: Written Assessment

Task Description

Your task is to demonstrate essential classroom assessment knowledge including the ways in which teachers use data and evidence to know and support students in the classroom. To do this you will prepare a written analysis informed by theory of the ways in which data and evidence would be collected and used to inform the teaching and learning cycle in a unit of work in ONE of your teaching areas.

There are two parts to this task sheet: Preparation for the task (this is what you must gather together in order to complete the task) and Summative written components – Sections A and B (this is what you will hand in for assessment).

Preparation for the task

Step 1.  Access an existing unit of work - this unit of work and its assessment tasks will be the focus for Written Assessment Task 1 and Written Assessment Task 2.

This can be a unit that was designed and taught by you on professional experience OR designed by you for another unit OR designed and taught by your mentor teacher.

Questions to guide your choice of a unit of work:

   Step 2.  Access student data collected from a previous professional experience that this unit could be delivered to or has been delivered to.

The profile must include system and school data. You will use this data to fill out a Data Matrix Template (see below and Moodle). 

PLEASE NOTE: USE PSEUDONYMS FOR STUDENT DATA BEFORE INCLUDING IT AS AN APPENDIX IN YOUR ASSIGNMENT.

Summative written components (to be submitted)

Section A.  Theoretical understandings and analysis of planning – 1000-1200 words (excluding the matrix) 

Section A of your assignment is designed to provide evidence of your understanding of the purposes and alignment of assessment, data collection and use, and how this can inform planning and teaching to meet the needs of your whole class and individual students. You are required to talk about key theories that you have engaged with in EDSE14004 AND use examples from your unit of work in your discussion. Set this section out as follows: 
 
Discussion Paragraph 1 - purposes and alignment of assessment

Discuss the purposes of assessment and your understanding of the roles of teachers and students in assessment in classrooms. Discuss how you would align curriculum, pedagogy and assessment with a focus on learning in the delivery of this unit of work. Discuss the process of front-ending assessment. Throughout this section draw on key theories and use examples from your selected unit of work to illustrate your point.

Discussion Paragraph 2 - the matrix and collection of data

Discuss your decision-making in choosing these data types and methods of collecting evidence in order to establish the students’ learning needs and current levels of performance. Discuss the purpose of keeping accurate and reliable data records to inform teaching decisions. Draw on key theories and use examples from your matrix to show how you would meet the needs of all learners in your class.

Discussion Paragraph 3 - meeting individual students' needs

Discuss how your understanding of these students and the whole class (from your initial data collection outlined in the matrix) will inform how you would plan to teach the unit. Discuss how you would continue to collect and analyse data throughout the unit about these 2 students (and the whole class) to inform ‘in-the-moment’ decision-making. Draw on key theories and use examples from your matrix in your discussion.

Section B.      Practical examples of assessment for learning strategies + discussion (3 tools +750-900 words-max)

In this part of the assignment, you will prepare 3 instruments/resources that you would use in this unit to engage students with understandings about quality and improvement and to gather evidence about student learning. 

You will then describe how you would use pedagogical strategies involving these instruments/resources for formative purposes (i.e., gathering data on student learning and making adjustments to your teaching in response). You will consider both the needs of your 2 focus students and the whole class in these strategies (as described below). 

Write a paragraph describing the differentiated pedagogical strategies you could use to engage the two focus learners with the model response and how you would use this formatively to gather evidence of their learning and provide feedback or adjust the learning. (Paragraph - 250-300 words, not including the model response)

Write a paragraph that describes your assumptions about how ready the students are to proceed in their learning based on the teaching you have done. You will describe the next steps in teaching for the two focus learners if the data you gather through the use of the instrument demonstrates that one of them understands the concepts taught, and the other does not. (Paragraph - 250-300 words, not including the instrument)

Write a paragraph describing how this tool would be used to assist students’ knowledge of quality criteria and the pedagogical strategies you would use to assist the two focus students to set goals and improve their work. (Paragraph - 250-300 words, not including the tool).

Please note: The 72-Hour grace period applies to this assessment task.

If you need longer than 72 hours, you'll still need to use the normal Assessment Extension System process.

AI Assessment scale tool:

Level 2 - You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. 

1. Critically evaluate how assessment can contribute to educational success for the diverse range of students in secondary schools
2. Apply theory, principles and practice to design and critically evaluate assessment instruments and programs to ensure alignment between curriculum, assessment and learning experiences
3. Use quality exemplars, feedback and reporting mechanisms to communicate student achievements, learning progress and future learning needs
4. Recognise and respond to the accountability of teachers in assessment and reporting in secondary school contexts including moderation processes

You have the opportunity to complete forum posts and receive feedback from your peers. Completing these tasks will gain you marks towards your overall grade in this unit. In order to get these marks, you will need to do the following:

Completion of forum tasks and provision of feedback to peer as described

Participation in moderation activity

Assessment Type: Written Assessment

Task Description

Your task is to demonstrate essential classroom assessment knowledge by create an assessment and reporting package for the unit of work you used as the basis of Written Assessment Task 1. Summative written components to be submitted are: Section A. Design of tasks; Section B. Marking and moderation. This assessment task extends on the work done in Written Assessment Task 1.

Section A.  Design of assessment tasks

Part 1. Written reflection on task design

Annotate both the task sheet and the rubric to point out features of both that demonstrate your thinking and decision-making about their design (this will apply whether you were able to change the task sheet/rubric or not [e.g., use of senior tasks/ISMGs]). If the task/rubric was based on the school’s work (which you modified), include in your annotations some details about what you changed on the original in order to meet the requirements of the task.

Write an accompanying statement where you refer to key theories and the official curriculum to reflect on the instruments’ validity and the ways in which they adhere to the requirements of quality assessment design as outlined in the Moodle materials. In total, your statement should be 250-350 words.

Section B.  Marking and Moderation

If you were able to get a sample of a student's work for your chosen unit, you will now mark and moderate that sample. If you weren't able to get a sample of student's work (and you created a sample for Written Assessment Task 1-the model response task), you will mark and moderate that created sample. Wherever you sourced the sample, you will use this marked work as evidence of the impact you’ve had on this student in your teaching. 

Part 1. Making judgements and providing feedback

Provide an explanation (cognitive commentary) in which you justify how you arrived at the overall judgement of the quality of the student work. Discuss how you identified both strengths and limitations of the work in making your judgement. Include references to the criteria and standards. (200 words max)

Provide feedback to the 'student' on their work, informed by the assessment criteria and aimed at informing student learning for further improvement. This feedback will take the form of comments written on both the student response and a comment on the marked criteria and standards rubric.

Write an accompanying statement (not intended for the student) that uses key theories about quality feedback for improvement and identifies aspects of quality in the feedback you have provided for the student. Your statement should be approximately 250-300 words.

Part 2. Moderation and Reporting

Provide a written statement in which you refer to key theories, describe the process of moderation and discuss what you learned about professional judgement practice including the use of standards. Indicate whether your judgements made prior to moderation (as described in your cognitive commentary) remained the same or changed through moderation. Discuss the range of strategies that you would draw on for reporting to students and parents/carers. Describe the purpose of keeping accurate and reliable records of student achievement and how you would do this. (250-300 words)

Part 3. Impact and Evaluation
Reflect on the work you completed in Written Assessment Task 1 (preparing specific strategies to  support your students) and the marked and moderated student response in Written Assessment Task 2 to demonstrate your impact on this student’s learning. Discuss:
a)       how the student’s response provides evidence of your impact on the student's learning

b)       how the needs of this student were specifically targeted (based on data gathered for Written Assessment Task 1 that informed your planning and the particular teaching you employed)

c)        how you evaluated your planning, teaching and assessment strategies during the unit of work in order to adjust your teaching to improve this student’s learning

d)       how successful these strategies were (based on the student’s response to the assessment task)

e)       how this evidence will inform next steps in teaching and learning. (300-400 words)

Please note: The 72-Hour grace period applies to this assessment task.

If you need longer than 72 hours, you'll still need to use the normal Assessment Extension System process.

AI Assessment scale tool:

Level 2 - You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. 

1.      Apply theory, principles and practice to design and critically evaluate assessment instruments programs to ensure alignment between curriculum, assessment and learning experiences;
2.      Use quality exemplars, feedback and reporting mechanisms to communicate student achievements, learning progress and future learning needs;
3.      Recognise and respond to the accountability of teachers in assessment and reporting in secondary school contexts including moderation processes.