Assessment Report
In your major teaching area, identify a year level and curriculum content descriptor. This may relate to a lesson conducted previously on professional experience placement. Create a relating assessment task and rubric. Conduct this assessment with a peer, friend, family member or your students. Mark and moderate the assessment and provide feedback. Reflect on the effectiveness of the assessment strategy and task, and moderation. Support your reflections with your understanding of research into how students learn. Recommend the next steps you would take for teaching the participant(s) in your major teaching area.
Report should focus on:
● Discussion of assessment creation and implementation
● Provide feedback to student on their learning
● In consultation with a university peer or another teacher make a consistent and comparable judgment
● Interpret student data and develop plans to respond to their learning needs
● Outline how reporting on student achievement would occur (e.g. to parents, HOLA etc.)
Word count should be 2,300 – 2,500 words
UNIT BOOKS
Must use this book:
● Assessment and reporting : celebrating student achievement / Laurie Brady & Kerry Kennedy.
Recommended use – Unit readings
● CURRICULUM AND ASSESSMENT: STORYLINES. Ewing, Robyn(2013)CURRICULUM AND ASSESSMENT: STORYLINES.2nd edition.SOUTH MELBOURNEOXFORD UNIVERSITY PRESS
● Differentiated assessment strategies : one tool doesn’t fit all / Carolyn Chapman, Rita King. Chapman, Carolyn,King, Rita,(©2012.)
● https://ap01.alma.exlibrisgroup.com/view/delivery/61CUR_INST/12181954700001951
● How to create and use rubrics for formative assessment and grading [electronic resource] / Susan M. Brookhart. Brookhart, Susan M.(c2013.)How to create and use rubrics for f
● Senechal, Jesse.(c2011.)Grading and reporting student performance.5th ed.Boston :Pearson
● Assessment for education : standards, judgement and moderation / Valentina Klenowski and Claire Wyatt-Smith.
● McMillan, James H.(2011.)Formative assessment II : feedback and instructional adjustments.5th ed.Boston :Pearson
● Innovative Assessment for the 21st Century [electronic resource] : Supporting Educational Needs / edited by Valerie J. Shute, Betsy Jane Becker. Shute, Valerie J.Becker, Betsy Jane.(2010.)
● Gobby, Brad ; Walker, Rebecca(2017)Powers of Curriculum: Sociological Perspectives on EducationMelbourneOxford University Press
● https://go.openathens.net/redirector/curtin.edu.au?url=https%3A%2F%2Fsearch.informit.org%2Fopenurl%3Fvolume%3D3%26date%3D2007-10%26spage%3D52%26issn%3D1833-4105%26issue%3D2%26genre%3Darticle
ESSAY – I have filled out as much information as possible..Please address all dot points under the MAIN HEADINGS!
It needs polishing and back up with academic references…. Please remember this is around an assessment I have created – refer to appendix….
1. Introduction (150 words) – practical application.
● Year group, Learning Area, Subject and Content Descriptor.
● Short assessment brief (Include actual assessment task as Appendix A)
This assessment task (Appendix 1.1) has been created for a year eleven Media class. The students are required to follow the production process to research, plan, design and realise a media narrative to produce a short film over a two week period. This was completed in my final three week placement at Balwyn High school placement. I designed and planned this with my mentor teacher, ensuring it covered the content content descriptors outlined in this unit. This assessment task takes place at the completion of the students’ unit of learning: ‘Narratives in Production’. It aims to assess their development of skills across the following VCE (The Victorian Certificate of Education Media study unit 2 content descriptors, the characteristics of specific media audiences and how productions can be designed and produced to engage these audiences • stages in the media production process including pre-production, production and post-production • media pre-production, production and post-production techniques to represent ideas and achieve particular effects • media codes and conventions used to construct meaning in media products • media technologies used to produce representations in a range of media forms • the characteristics of a range of media representations in media forms • media production language appropriate to the design, production and evaluation of media representations in a range of media forms. (these are copied from https://www.vcaa.vic.edu.au/Documents/vce/media/MediaSD_2018.pdf)
2. Designing the assessment task (500 words) – must be supported by academic research.
● Why did you choose this assessment task? (Links to curriculum requirements? Learning theory perspective? Considerations of students’ characteristics, abilities, needs, motivation, attitude?)
● What kind of assessment task is this? (use the assessment terminology – see Brady and Kennedy text to help you describe what type and its key features) AUTHENTIC OR SUMMARATIVE?
● What was it assessing? Name the key components you would be looking for as an outcome of the assessment and explain how they are connected to the curriculum (content validity).
● What considerations did you take into account? Processes to ensure reliability and validity?
● How did you design it to ensure inclusivity/differentiation?
I designed this authentic assessment task to determine the students’ learning at the completion of the unit of work: ‘Narratives in production’. I chose an authentic assessment because it allows them to apply their previous knowledge and learning and apply it to real world tasks. It allows choices, diversity of outcomes. This assessment task aims to identify the student’s skills and knowledge of the following skills use media pre-production, production and post-production techniques and processes (https://www.vcaa.vic.edu.au/Documents/vce/media/MediaSD_2018.pdf reference)
This type of assessment was also chosen as the outcomes are connected to the curriculum (content validity). Connect this to assessment principals reliability, validity, fairness, practicality, authenticity).
The considers I took into account was based on the information provided to me by my mentor. The assessment task was very broad.. Allowing for differentiation in submissions. Students could cater their filming based on their abilities. The one EAL/D student in the class has a support worker who assists them with their class talks and assessments.
Had to consult with mentor to consider the following factors when designing the assessment – prior knowledge (they’d learned out to use Adobe design, abilities, needs, interests, background, (refer to Chapman and King 2012)
3. .Implementation of assessment (approx. 250-300 words) – practical application.
The area of “practical application” does not need to be accompanied by theory. All other areas must refer to core theories from academic research to support the discussions – consider the core text and weekly readings.
● When was it implemented? Why did you pick this time period?
● For how long? How did you calculate timings?
● What particular considerations were there for the assessment completion? E.g. online learning – how did we make sure they had equipment?
The assessment task was planned prior to my three week placement, and implemented while I taught online through Webex. In the week prior to conducting the lesson I planned this assessment task which would be completed in in class and independently by students. It weighed a total of 20% of their final grading. My mentor gave me the content descriptors that needed covering at the end of the unit ‘Narratives in Production’ and I designed an authentic practice for the students to complete over two weeks. The requirements were very specific as this school (Balqyn high school) requires planning from the start of the year, however there was flexibility around how this particular unit could be assessed.
She advised that a practical application of their prior learnings would be effective and engaging. In my first lesson I gave verbal directions over Webex and uploaded the assessment criteria, description and rubric through Onenote which is where they access all of their online learning resources. I clearly outline the stages of the production process and the deadlines they had to meet in order to complete this assessment on time. My greatest concern was that all students would have access to the equipment needed, and my mentor Ramona said that this had already been clarified at the start of the unit and students without an iphone had access to the school equipment which they were able to loan prior to remote learning.
4. Marking, moderation and reporting (approx. 600 – 700 words) – must be supported by academic research.
● How did you design the marking criteria? The rubric was aanalytic(Include marking guide/rubric as Appendix 1.2)
● How did you go about marking the assessment task? Where did you record the results?
● What did moderation look like for you and your moderation partner? How did you approach the moderation process (look at Klenowski reading for guidance)
● How did you give feedback to the student about their result? What kind of reporting will occur from this assessment? [n/b reporting does not only mean formal written reports to parents]
marking and reporting…. Can refer to Klenowski & Wyatt-Smith,
I designed an analytical marking rubric based on the content descriptors my teacher told me to cover. She approved it as it showed measurable things the students needed to cover. This was provided alongside the assessment instructions. I considered the principals for rubric designed (refer to Brookhard,2013) – top-down approach based on curriculum descriptors, it was learning based, but centred around task… based on learning outcomes.
The students received a mark based on the rubric and written feedback…. And a percentage grade…- Students need to recognise what they are aiming to achieve. – I addressed The Australian Professional Standard for Teachers AITSL 0- feedback standard. STANDARD 5 5.2 (https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf)
Types of feedback was task/product feedback based around substance from the work. It was also process feedback, comments about the processes or strategies used to do the task… Through the journal it also allowed self-regulation feedback, where they could assess how they were going and what needed improving along the production process.
This feedback is valuable as it will help them when creating their final year media production. THe aim is for them to use the results and feedback to have this as a basis to work on next year.
5. Reflection on practice (approx. 700 – 800 words) – reflective practice.
● For each of the three stages look at what the literature says is good practice and analyse how your practice(s) compared. This is essentially comparing and contrasting what you did against what the literature/readings say should be done – it is not a repetition of what you wrote but a direct review of how you met it.
● What worked well? What challenged you and how did you overcome these challenges? What would you do differently or the same next time? What did you learn?
End of a learning phase the assessment of learning – reflecting
– The design process involved creating an authentic assessment task that would evaluate the content descriptors for year 11 Media class.
– It was inclusive for EAL/D students, but upon implementation I discovered this would have been more effective in a classroom environment rather than online learning environment.
– The implementation stage of the assessment task was successful.
– Conclusion (100 – 150 words) – practical application.
● Summarise the key areas you need to improve based on Section 5 and outline here two specific goals and the resources you will use to achieve them (consider online courses, particular texts, teacher blogs/videos etc).
