LEARNING

HERE

Assignment 2 EDC 2300
Assessment Task 2, EDC 2300

Due Date: 28 October 2013

Weighting: 60%

Background

This assessment has been designed with the following principles in mind:
· Assessment should be used to engender learning as well as determine what has been learnt.
· Adults are motivated to learn when they can see that the learning is useful and can be applied in context.
· Assessment processes, where possible should be progressive and earlier assessment tasks should prepare learners for later tasks.
· Assessment should be authentic.

Background
Typically a teacher will work with a group of students delivering a Program of Learning (English, Mathematics, Study of Society and Environment…) over an extended period-eg: a whole semester or an entire year. In each learning program there are usually a number of different Assessment Strategies (sometimes also referred to as assessment instruments) which students are required to complete (eg: In a Mathematics Program students may be required to complete an examination, present an oral presentation to the class, work in groups to complete a project, build an model…each of these is referred to as a ‘strategy’). Combined, all the various assessment strategies form a Program of Assessment. In designing each strategy, the teacher considers the overall assessment program, making sure that there are a number of different strategies, that the various strategies complement one another and that the strategy chosen is suited to the nature of the learning outcomes to be assessed. Typically assessment strategies are implemented at various times throughout the program and are designed to assess ‘sections’ of the whole program eg: students may be required to complete an assessment project which extends over a period of six weeks, or an examination may be designed to assess the learning that has occurred during the previous eight weeks.

Your Task
For this assessment task you are required to develop one authentic, summative Assessment Strategy suitable for use in the educational context appropriate to your area of specialisation. There is no requirement to implement the authentic assessment strategy. (You do not have to use the assessment instrument with the identified class as your classroom situation may not allow you to do this.) The learning program should be one that has been implemented over a period of time, eg: approximately six weeks of class time or equivalent.
This assignment leads on from assignment 1 and utilises understanding you have developed through engaging with the course themes.

You are required to submit:

1. A brief description of the program (year level, learning area/s, topic of unit etc), the learners and the context (characteristics of the class, school, area etc). (200 words)

2. A completed ‘Adapted Backward Design’. You are required to use the template found in the Assignment 2 folder found on Study Desk. The template is based upon (but has a different focus to) that found on page 22 of ‘Understanding by Design’ (Wiggins and Tighe 2003) which you can access from the link on Study Desk.
3. A full copy of an assessment strategy ie. a task sheet and rubric. The rubric must be task specific and not a generic rubric such as those provided by an educational authority (i.e. Queensland Studies Authority).
4. An educational justification for the authentic assessment strategy that you have developed. You will be required to use relevant and current literature to justify the validity, reliability and authenticity of the strategy. (1200 words)
5. Consider following and then respond to a and b below:
When undertaking assessment it is important that you make provision for students who have special needs. In doing so it is important that you firstly ensure that you fully understand the nature of the students needs-usually this will require you to collaborate with others eg: parents, special needs support personnel, guidance officers, other teachers, teachers’ aides, principal… Once you understand the particular needs of the student it is possible to vary the process of assessment based on these needs. However, in doing so it is important to ensure that any such variation (flexibility) is done in such a manner as to ensure that it is ‘fair’ to the other students.
You are to consider three (real or hypothetical) cases where you may be required to cater for students with special needs. These need not be related to the group of students you have identified in 1 above.
For each of the three cases you are to:
a) Explain the need for specific collaboration with relevant stakeholders and/or professional school support personnel (guidance officer, year level co-ordinator, learning support teacher, teacher aide, parent, local business…).
b) Briefly outline the student’s needs and explain with specific reference to flexibility and fairness, the manner in which the implementation of the assessment strategy could be modified to cater for each learner.
Total of 600 words for parts a and b.

PLEASE NOTE:

This assignment must be submitted in electronic format through EASE. EASE has been configured to accept and x file types.

Further Clarification of Expectations:

Characteristics of learners, context and program.
· Describe the year level, ages, and gender of the learners along with a description of the diversity of the group.
· Provide a brief overview of the program/course/unit of work. The curriculum source if appropriate should also be identified.
· Details of location, socio-economic status of learners or their families, nature of school or educational environment.

The Backward Design for the Assessment Strategy

· You must use the Adapted Backward Design Template provided in the Assignment 2 Folder found on Study Desk
· Stage 1 requires you to identify the ‘specific learning outcomes’ which you will be assessing. Be sure to include a range of ‘levels of learning’.
· Stage 2 requires you to identify the formative and summative assessment tasks
· Stage 3 requires you to identify the ‘hidden skills’ and how these will be addressed so the student can complete the style of assessment.
The Task Sheet

· Only one task sheet is required to be submitted.
· The task sheet in most circumstance will be constructed so that it can be given to students to explain what is required of them. It should be worded in student friendly terms and engage the learners.
· In Early Childhood and Vocational Education settings you may construct an ‘Advice for Assessors’ document (or Examiners Guide) instead on a Student Task Sheet which includes all the required information so that the assessment conditions are consistent across classes. The audience for this document would be your co-teachers.

The Rubric

· Only one rubric is required to be submitted
· The rubric in most circumstance will be constructed so that it can be given to students to explain the required standard of performance and by which criteria they will be assessed.
· In Early Childhood settings the rubric may be constructed for your co-teacher detailing the required standards of performance.
The Justification (parts 1 and 2)
· It is important that you display a clear understanding of the terms validity, reliability, flexibility, fairness and authenticity and describe clearly how your assessment strategy contains these key characteristics. Relevant literature must be used. (1200 words)
· Specific examples of the need for flexibility and fairness are to be discussed with reference to learner needs. Relevant literature must be used. (600 words)
Assignment 2

Well Below Expectations

Emergent

Satisfactory

Quality

Outstanding

Description of program, learners and context.

Major aspects of the program, learners and context are missing. The reader is unable to identify important features.

Description of program, learners and context provides the reader with limited knowledge of the main features of all three.

Description of program, learners and context contains sufficient information such that the reader understands the important features of each of the above.

Description of program, learners and context contains detailed information such that the reader is well briefed about the important features of each of the above.

Description of program, learners and context contains very detailed information such that the reader is very well briefed about the important features of each of the above.

Backward Design Template

The template is incomplete and does not does not satisfactorily describe the desired results of the unit and required assessment evidence.

The template is incomplete or does not satisfactorily describe the desired results of the unit and required assessment evidence.

The template is complete and satisfactorily describes the desired results of the unit and required assessment evidence. Most of the hidden skills have been identified.

The template is complete and clearly identifies the desired results of the unit and required assessment evidence. The hidden skills are clearly described as are the ways in which these skills will be addressed.

The template is complete and very clearly identifies the desired results of the unit and required assessment evidence. The hidden skills are very clearly described as are the ways in which these skills will be addressed.

Task sheet

The tasksheet is missing essential information and is written in a manner not accessible to the relevant audience.

The task sheet is missing some essential information or is written at a level not accessible to the relevant audience.

Task sheet is satisfactorily constructed including, resources provided and details relating to the conditions under which the assessments will be completed. The task sheet is written in a style which can be understood by the relevant audience.

Task sheet is clearly constructed including resources provided and details relating to the conditions under which the assessments will be completed. The task sheet is written in a style which is easily understood by the relevant audience.

Task sheet is very clearly constructed including, resources provided and details relating to the conditions under which the assessments will be completed. The task sheet is written in a style which is very easily understood by the relevant audience.

Rubric

Criteria sheet or rubric is unclear. Key criteria are missing and the descriptors are lacking detail.

Criteria sheet or rubric is missing some key detail that does not allow the marker to make reliable judgements.

Criteria sheet or rubric enables the marker to make reasonably reliable judgements but could be worded in a more specific fashion.

A detailed criteria sheet or rubric that enables the marker to consistently make reliable judgements.

A detailed criteria sheet or rubric that enables the marker to consistently make very reliable judgements.

Validity, reliability and authenticity

Educational justification of validity, reliability, and authenticity is unclear, argument is not logical and reference to literature, if any is not appropriate.

Educational justification of validity, reliability, and authenticity is mostly clear, however argument is not strong. Some appropriate reference to the literature .

Educational justification outlines issues of validity, reliability, and authenticity. Written in a clear and logical manner. Some reference to appropriate literature to support argument.

Educational justification includes description of issues of validity, reliability, and authenticity Argument is sound and logical supported by sound reference to relevant literature.

Articulates a sound educational justification including explanation issues of validity, reliability, and authenticity. Written in a very clear and logical manner, supported with sound reference to highly relevant literature.

.
Learner needs, flexibility and fairness

Limited identification of specific needs, implications for fairness and the need for flexibility and collaboration. Reference to literature, if any is not appropriate.

Some identification of specific needs, implications for fairness and the need for flexibility and collaboration. Limited reference to relevant literature.

Identification of three specific examples of learner needs. Implications for fairness and the need for flexibility and collaboration are discussed. Appropriate reference to literature.

Identification and description of three specific examples of learner needs. Implications for fairness and the need for flexibility and collaboration are discussed with reference to each of the three needs. Appropriate reference to relevant literature.

Identification and clear explanation of three specific examples of learner needs. Implications for fairness and the need for flexibility and collaboration are discussed with reference to each of the three needs. Highly appropriate reference to relevant literature.

Academic Writing

Does not meet accepted standards for academic writing

Meets accepted standards for academic writing

Examiner Comment

/60

An important note about academic writing: In this course it is expected that you write and reference appropriate to accepted APA protocols. While you will not be awarded any marks for following such protocols you need to be aware that spelling mistakes, poor grammar, incorrect sentence structure and absence of referencing (in other words-not following appropriate grammatical and APA protocols) will impact the quality and readability of your work, resulting in lower marks.

Please ensure that you take the time to check and read your own work and do not unnecessarily disadvantage yourself.

In cases where the quality of the grammar or referencing are poor, your assignment will be returned to you without marking and you will be required to re-submit. In such cases the maximum allowable mark for the course is C.

EDC2300_2013_Assignment_2_Coversheet

Assignment Coversheet

Family Name/Surname:

First Names:

Student Number (must commence with 00): 00

Postal Address:

City/Suburb: Post Code:

State: Country:

Faculty of Education

University of Southern Queensland

Course Number: EDC2300

Course Name: Assessment and Reporting

Assignment Description/Number: Assignment 2

Faculty: Education

Date Uploaded:

Assignment Due Date: 28 October 2013

Have you sent this assignment any other way (e.g. mail, email, fax):

Declaration: By submitting this assignment I declare that:

· No part of this assignment has been copied from any other person’s work except where due acknowledgement is made in the text, and
· No part of this assignment has been written for me by any other person except where such collaboration has been authorised by the examiner concerned.
· I hold a copy of this assignment which I can produce if the original is lost or damaged.
Name:
Date:

N.B.

· An examiner has and may exercise the right not to mark this assignment without the above declaration.
· If the above declaration is found to be false, action will be taken in accordance with USQ regulations.

Assignment Extension

I request an assignment extension (please provide details over page)

(Office Use Only)

Application accepted

I have already applied for an assignment extension

Application not accepted

Assignment 2 Rubric

Well Below Expectations

Emergent

Satisfactory

Quality

Outstanding

Description of program, learners and context.

Major aspects of the program, learners and context are missing. The reader is unable to identify important features.

Description of program, learners and context provides the reader with limited knowledge of the main features of all three.

Description of program, learners and context contains sufficient information such that the reader understands the important features of each of the above.

Description of program, learners and context contains detailed information such that the reader is well briefed about the important features of each of the above.

Description of program, learners and context contains very detailed information such that the reader is very well briefed about the important features of each of the above.

Backward Design Template

The template is incomplete and does not does not satisfactorily describe the desired results of the unit and required assessment evidence.

The template is incomplete or does not satisfactorily describe the desired results of the unit and required assessment evidence.

The template is complete and satisfactorily describes the desired results of the unit and required assessment evidence. Most of the hidden skills have been identified.

Task sheet

The tasksheet is missing essential information and is written in a manner not accessible to the relevant audience.

The task sheet is missing some essential information or is written at a level not accessible to the relevant audience.

Rubric

Criteria sheet or rubric is unclear. Key criteria are missing and the descriptors are lacking detail.

Criteria sheet or rubric is missing some key detail that does not allow the marker to make reliable judgements.

Criteria sheet or rubric enables the marker to make reasonably reliable judgements but could be worded in a more specific fashion.

A detailed criteria sheet or rubric that enables the marker to consistently make reliable judgements.

A detailed criteria sheet or rubric that enables the marker to consistently make very reliable judgements.

Validity, reliability and authenticity

Educational justification of validity, reliability, and authenticity is unclear, argument is not logical and reference to literature, if any is not appropriate.

Educational justification of validity, reliability, and authenticity is mostly clear, however argument is not strong. Some appropriate reference to the literature .

Educational justification outlines issues of validity, reliability, and authenticity. Written in a clear and logical manner. Some reference to appropriate literature to support argument.

Educational justification includes description of issues of validity, reliability, and authenticity Argument is sound and logical supported by sound reference to relevant literature.

.
Learner needs, flexibility and fairness

Limited identification of specific needs, implications for fairness and the need for flexibility and collaboration. Reference to literature, if any is not appropriate.

Some identification of specific needs, implications for fairness and the need for flexibility and collaboration. Limited reference to relevant literature.

Identification of three specific examples of learner needs. Implications for fairness and the need for flexibility and collaboration are discussed. Appropriate reference to literature.

Academic Writing

Does not meet accepted standards for academic writing

Meets accepted standards for academic writing

Examiner Comment

/60

FORMATTING

You may have to adjust the page formatting to suit your assignment.

It is suggested that you use the following formatting for your assignment before pasting it onto the following page:

TOP MARGIN – 2.5 cm

BOTTOM MARGIN – 2.5 cm

SIDE MARGINS – 2.5 cm

FILE NAMING / RENAMING GUIDELINES

There is no need to change the file name of your assignment if submitting electronically.

With the use of EASE for assignment submission, there is no need to include your name nor student number in the file name. EASE inserts this information automatically.

Your assignment file name can simply be

ABCXXXX_2010_A1

Please start or attach your assignment on the following page

The balance of this page should be left blank.
EDC2300 Backward Design Plan

Stage 1 – Desired Results

Subject / KLA

Year Level

Established Goals (Syllabus / Essential Learnings):

Understandings:

Specific Learning Outcome Statements

Students will be able to:

Stage 2 – Assessment Evidence

Through what summative authentic assessment tasks will students demonstrate the desired understandings?

Through what formative assessment tasks will students receive feedback to highlight what they have learnt and how they can improve their future performance?

Stage 3 – Hidden Skills

Identification of activities that scaffold the authentic assessment strategy.

Adapted from:

Wiggins, Grant. Understanding by Design (Expanded Second Edition).
Alexandria, VA, USA: Association for Supervision & Curriculum Development, 2005. p 22.
� HYPERLINK “http://site.ebrary.com/lib/unisouthernqld/Doc?id=10081770&ppg=34” �http://site.ebrary.com/lib/unisouthernqld/Doc?id=10081770&ppg=34�

PAGE
i

Backwards Design Template
EDC2300 Backward Design Plan

Stage 1 – Desired Results

Subject / KLA

Year Level

Established Goals (Syllabus / Essential Learnings):

Understandings: Students will understand that . . .

What is your general interpretation of the Broad Statements above?
If you were asked to briefly describe to a parent what you wanted the students to get out of this unit, what would you say?

Specific Learning Outcome Statements

(List at least 6 good examples – you don’t need to include every statement)
Students will be able to:

Stage 2 – Assessment Evidence

Through what summative authentic assessment tasks will students demonstrate the desired understandings?

Identify the assessment tool /s you will use (eg portfolio, oral presentation, research assignment, role-play, news paper article, construction, exam …)

Through what formative assessment tasks will students receive feedback to highlight what they have learnt and how they can improve their future performance?

Identify tasks such as drafting, practice performances, quizzes, observational checklists, peer feedback …

Stage 3 – The Learning Plan

Identification of activities that scaffold the authentic assessment strategy.

Adapted from:

Example Backwards Design
EDC2300 Backward Design Plan

Stage 1 – Desired Results

Subject / KLA SOSE

Year Level Year 7

Established Goals (Syllabus / Essential Learnings):

What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this design address?
These can be copied directly from the syllabus document. Please identify the source of the information such as Qld Essential Learnings, VELS, National Curriculum etc).
Only list the outcomes you are assessing in your strategy.
· Ways of working – Students are able to:
· collect and analyse information and evidence from primary and secondary sources
· evaluate sources of information and evidence for relevance, reliability, origins and perspective
· communicate descriptions, decisions and conclusions, using different text types for specific purposes and the conventions of research-based texts
· Knowledge and Understanding – Political and economic systems
· Australia is connected to other nations through international agreements, the responsibilities of global citizenship, and shared commitments to security and environmental issues
Queensland Studies Authority (2007). Study of Society and Environment (SOSE) Year 7 Essential Learnings. Retrieved on August 16 from
http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_sose_yr7

Understandings: Students will understand that . . .

What is your general interpretation of the Broad Statements above?
If you were asked to briefly describe to a parent what you wanted the students to get out of this unit, what would you say?
· Students will understand that:
· Australia has responsibilities for the care of refugees in line with United Nations agreements.
· There are usually 2 sides to a story and we need to be aware of this when researching an issue.
· To make a reasonable judgement you need the facts (preferably from their primary source)

Students will be able to …

· Recall and apply strategies to effectively identify information relating to the movement of refugees to Australia by accessing the internet and using quotation marks and addition signs
· Record references accurately using the Harvard Referencing System (as per the student diary) as a reference list at the end of their Refugees information report
· Evaluate the sources of information used within their Refugees information report wrt reliability, bias and nature of source (Primary or Secondary) and choose the most appropriate references to be used within the report.
· Identify on a map of the World the originating countries of refugees as well as the usual path taken by these refugees in getting to Australia. The key cities and towns visited by the refugees will be identified.

Stage 2 – Assessment Evidence

Through what summative authentic assessment tasks will students demonstrate the desired understandings?

Identify the assessment tool /s you will use (eg portfolio, oral presentation, research assignment, role-play, news paper article, construction, exam …)
· Information Report on the reasons why refugees flee their home country and the path (including key cities and towns) they take to reach Australia.
· Research Log including all sources used in the completion of the Refugees information report, an evaluation of their credibility and their correct reference using Harvard Referencing System
· Oral Presentation using Power point to describe to classmates the key information from their Refugees information report

Through what formative assessment tasks will students receive feedback to highlight what they have learnt and how they can improve their future performance?

Identify tasks such as drafting, practice performances, quizzes, observational checklists, peer feedback …
· The students will be given a timeline for the completion of the main elements of the assessment.
· The Research Log will be checked weekly. It must be approved before the student drafts their Research Report.
· The students will submit their draft Information Report one week before the submission of the final draft. Feedback will consist of a completed rubric and annotations.
· The power point slides will be submitted for marking before the oral presentation.
· Students will practise oral presentations in groups providing feedback to each other using the marking rubric as a guide.

Stage 3 – Basic Skills to Complete Assessment Tasks

In order to complete the assessment task/s described above it is essential that students have a range of skills not always identified as being assessed in an obvious fashion. These could be viewed as the ‘underlying’ or ‘hidden’ skills. Without identifying these skills before the start of the assessment teachers run the risk of students not being able to display their full understanding or even possibly students not having sufficient time to complete the tasks.
In this section you must identify the ‘underlying’ skills and also identify what will be done to ensure the students have these skills.
The underlying skills required by the students are:
· Research skills for using the internet
· Note taking skills
· Referencing skills
· How to structure an information report
· How to construct an effective power point
· Oral presentation skills
· Time management skills
· How to give feedback to peers
To ensure the students have these skills I will:
· Review Google search strategies, how to summarise and also how to reference web pages.
· Book into the computer room for 1 lesson per week for the duration of the unit.
· Teach the correct structure of an information report and have students write a practice report in their Science unit.
· Review good and bad power point characteristics. A sample of a good power point will be saved on the network for students to access.
· As a class we will construct the rubric for the Oral presentation identifying the key elements that will be assessed.
· The students as a whole class will practise giving feedback using the rubric.
· Students will be given a timeline which contains checkpoints where they need the teacher’s signature before moving on to the next phase.

Adapted from:

Example of Backwards Design Plan x

Backward Design Plan

Stage 1 – Desired Results

Subject / KLA – Mathematics

Year Level – Year 7

Established Goals (Syllabus / Essential Learnings):

What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this design address?
Only list the outcomes you are assessing in your strategy.
Year 7 Mathematics Achievement Standard (Australian National Curriculum)
By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and properties for numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal crossing two parallel lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and mean in data displays.

Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot plots.

ACARA (2011). Year 7 Mathematics Achievement Standard. Retrieved January 25, 2012, from
http://www.australiancurriculum.edu.au/Year7
Content Description
· Construct sample spaces for single-step experiments with equally likely outcomes
· Assign probabilities to the outcomes of events and determine probabilities for events
· Identify and investigate issues involving numerical data collected from primary and secondary sources
· Construct and compare a range of data displays including stem-and-leaf plots and dot plots
· Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data
· Describe and interpret data displays using median, mean and range
· Compare fractions using equivalence. Locate and represent positive and negative fractions and mixed numbers on a number line

Understandings: Students will understand that . . .

What is your general interpretation of the Broad Statements above?
If you were asked to briefly describe to a parent what you wanted the students to get out of this unit, what would you say?
In life students need to be aware that not all events are equally likely and that decisions they make (personally, financially, socially etc) can hinge upon the likelihood that certain events occurs. This unit will assist students to understand the probability of an event and the process we use to investigate the chances of certain events occurring. Students will also learn how to collect statistical data and to make calculations to assist them to see trends. Students will also look at a range of statistical information (data) and analyse this information thus improving their thinking skills and helping them to make informed choices.

Specific Learning Outcome Statements

(List at least 6 good examples – you don’t need to include every statement)
Students will be able to:
· Carry out mathematical experiments requiring the accurate collection of data (number on die, colour of counter, student heights etc) and record the data in a Frequency Distribution Table (Headings of Score, Tally Frequency) using tally marks (grouped in 5s).
· Graph the data contained in a Frequency Distribution Table in the most appropriate forms (pie graph, column graph, histogram, line graph) ensuring the graph contains a Title, Scale (if applicable) and Labels.
· Calculate the probability of an event (number of times event occurs / total number of trials) based upon the data held in the Frequency Distribution Table and convert this to a proper fraction format.
· Construct mathematical spinners (as displayed below) to match the desired probability of events for use in student constructed games. Eg construct a spinner which would imitate the throwing of a fair die.

· Evaluate the fairness of a game (such as N Counters, roulette, unders and overs etc ) by playing the game, collecting appropriate data and comparing this data to the expected outcomes if the game was fair.
· Construct and carry out surveys (of other students) to collect data (such as age, pocket money, height, favourite TV show) and calculate statistical averages (mean, mode, median) and spread (range) of this data.

Stage 2 – Assessment Evidence

Through what summative authentic assessment tasks will students demonstrate the desired understandings?

Identify the assessment tool /s you will use (eg portfolio, oral presentation, research assignment, role-play, news paper article, construction, exam …)
1. Game Investigation (Fred’s Casino)
· Students will play the Fred’s Casino game making observations about the chances of certain events occurring. Based upon these observations the students will identify whether they believe the game is fair or not. The students will then collect data to check on the fairness of the game. The observations, strategy and data collection and analysis will be recorded in each student’s Learning Log.
· Students will design new rules for the game to make it fair. The students will be required to construct a new spinner to use with the new game. They will justify the fairness of the game by conducting an experiment, collecting data etc. The information will be recorded in the individual student’s Learning Log.
2. Average Year 7 student investigation
· Students (in groups of 3) will construct a survey to be used with all the Year 7 students. The data will be collected and statistical averages and spread will be calculated. The information will be analysed and the students will display the information in a creative manner (build an average year 7, poster, video etc)
3. End of Term examination
· The examination will test understanding of probability, calculation of means etc and analysis of data.

Through what formative assessment tasks will students receive feedback to highlight what they have learnt and how they can improve their future performance?

Identify tasks such as drafting, practice performances, quizzes, observational checklists, peer feedback …
· The students will be given a timeline for the completion of the main elements of the assessment. Students will be required to show their progress on a weekly basis to the teacher.
· The Learning Log will be checked after the completion of phase 1 of the Fred’s casino Investigation, written feedback will be provided to the students.
· The learning log will be checked by the teacher after the completion of Phase 2 of the Game Investigation. Written feedback will be provided by the teacher.
· The survey questions will be checked by the teacher before the data collection phase. The feedback will be presented orally to the group of students. Feedback will also be provided by ticking the criteria sheet to show what standard the survey instrument is at that point in time.
· The average year 7 creative presentation of the survey data will be shared with the class for peer and teacher feedback before the final submission and public presentation. The students will have a week to make changes before final submission.
· Students will be given weekly review tests to check their knowledge of the key concepts and prepare them for the final examination. Groups of students will be identified for specific review activities based on their results on these review tests.

Stage 3 – The Learning Plan

Identification of activities that scaffold the authentic assessment strategy.

An example would be if you were requiring students to complete an oral presentation, you might include activities that teach the students what you want them to display in the presentation, give them time to practise the oral in front of their peers and provide feedback to improve their performance. The actually teaching strategy you will use does not need to be identified.
The goal of this section of the Backward Design Plan is for you to identify how you can best prepare the students for the ‘style’ of assessment.
Hidden Skills – skills not obviously part of the unit stated in the National Curriculum
1.Time Management
2. Group-work Skills
3. Journal writing
4. Giving effective and constructive feedback
5. Presentation skills – poster construction, video skills etc
The ‘hidden skills’ will be addressed by:
1. providing a timeline for the completion of activities and drafting, teacher to monitor progress on a weekly basis and by checking student work in class
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 mathematics 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
4. before the feedback on the class investigation students will be taught what constitutes good constructive feedback and practise this when discussing each other’s learning logs
5. once the groups decide upon the style of presentation they wish to use they will get direct instruction in Art on the skills needed for the Maths presentation.

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

Validity

Validity is defined as the degree to which assessment task measures the learning outcomes it is supposed to measures (Heywood 2000). Validity is concerned with the accountability that checks whether the agreed objectives have been achieved or not (Heywood 2000)? The planning task requires students to generate design ideas to match the assessment requirements; the requirement to hand-drawn picture assesses students’ ability to how communicate the details of their design using 2D visual representations with each other’s. The construction task allows students to create model house, which allows measuring the students’ ability to communicate the details of their designs using 3D visuals. The construction task requires students to explore the particular characteristics of the resources, which measure the knowledge and understanding goals of the assessment (Heywood 2000).

Critiquing and reflection task requires student to rate the difference element of their house, which assesses students’ ability to evaluate the products and processes to identify strengths, weaknesses, effectiveness and improvements. Reflection task measures the students’ ability to reflect on learning about materials and house design; it provides their opportunity to recommend improvement and critically understand the different aspects of design and construction (Heywood 2000). The given assessment has validity as to a large degree it measure the learning outcomes it is supposed to measure. Apart from the learning outcomes mentioned in the assessment, the assessment tasks also measures students’ creativity to construct models, and ability to work and cooperate with group members (Heywood 2000).

Reliability

The reliability of the assessment means that in the given circumstances, would other teachers give the same tasks or, would the teacher give the same assessment on different occasion (Carroll 2004). The assessment task involves practical work in an open skills context as students have freedom of choice to design their own house; the students’ skills demonstrated through planning, constructing, critique and reflection tasks are subjected to teacher’s personal opinion and expectations. In such assessment tasks, it is expected that teachers would not be able to agree on the same score, or they would mark the different aspect of the house model such as creativity and techniques differently than other teachers. The reason for low level of reliability is that the criteria for marking are not stated clearly; for example, the marking rubric does not state what does accurate plan, labelling or highly appropriate materials and techniques involves (Carroll 2004). Despite of clear alignment between rubric and assessment tasks, the rubric does not provide consistent guideline to allocate marks to student efforts. The interpretation of rubric (marking criteria) heavily relies on the preferences and expectation of the teachers; some other teachers may mark the assessment task differently on the basis of their preferences. Thus, the marking of assessment task will not be consistent due to subjectivity of evaluation, which means the given assessment task has very low reliability.

Fairness

Fairness of the assessment is a condition in which assessments are not overtly influenced by the factors that are not related to the standards or learning objectives that are being measured; it is related to the just treatment of the students being assessed through the assessment (McMillan 2008). The given assessment task may confuse students’ performance on the basis of their gender, cultural background, race, and intellectual disability; as the assessment task gives freedom to choose material and design, students’ intellectual disability, gender and cultural background may influence their ability to choose appropriate material and design for the house. This assessment task can result in under or over estimation of the characters that are being measure based on students’ evaluation of appropriate material, design and evaluation of their work. Thus, the assessment does not fully provide equal opportunity of success to all the students involved, which means the assessment has low level of fairness (McMillan 2008).

Flexibility

Flexibility is concerned with the ability of assessment to accommodate the scope of skills and knowledge incorporated by the criteria of the assessment, the differences in contexts and the range of personal situations and needs of learners (Khan 2007). The existing assessment tasks has not adopted to range of methods, modes of delivery and tasks; the assessment does not accommodate the needs of intellectually impaired students as no modification are made to the task or marking criteria to make task more suitable for them. There is a degree of flexibility in terms of choice in terms of selection of house material and design; however, no alternations have been made to the assessment process to make it more suitable for students with special needs. Thus, the flexibility of the given assessment is low (Khan 2007).

Authenticity

Authenticity of assessment the degree to which the assessment task allows students to show their abilities, receive feedback and redirection that promotes growth. Authentic assessment allows students to have a share in the process as well as in the outcome. The existing tasks allows year 4 students to have discretion in terms of planning, constructing and reflection aspects (Janesick 2006). Authentic assessment requires students to apply their knowledge and skills in real-life situations; assessment task based on modelling the house and identifying the strengths and weaknesses of the materials are very relevant for student to apply their knowledge and skills in such real-life situation. Students are given alternatives to choose multiple type of house designs and materials, and required to engage in reflection; these activities promote critical thinking, reasoning, self-reflection and skills that are additional to traditional assessments (Luongo-Orlando 2003).

List of references:

Carroll, B. (2004). Assessment in Physical Education: A Teacher’s Guide to the Issue. London, UK: The Falmer Press.

Cumming, J. J., & Maxwell, G. S. (1999).Contextualising Authentic Assessment. Assessment in Education, 6(2), 177-194.

Gal, I., & Garfield, J. B. (1997).The Assessment Challenge in Statistics Education. Oxford, England: IOS Press.

Heywood, J. (2000). Assessment in Higher Education: Student Learning, Teaching, Programmes and Institutions. London: Jessica Kingsley Publishers.

Khan, B. D. (2007).Flexible Learning in an Information Society. London, UK: Information Science Publishing.

Janesick, V. J., (2006). Authentic Assessment. New York: Peter Land Publishing.

Luongo-Orlando, K. (2003). Authentic Assessment: Designing Performance-Based Tasks. Ontario, Canada: Pembroke Publishers.

Mayes, A.N., & Moon, B. (2013).Teaching and Learning in the Secondary School New York: Routledge.

McMillan, J. M. (2008). Assessment Essentials for Standards-Based Education (2nded.). London, UK: SAGE Publication.

Saracho, O. N., &Spodek, B. (2013). Handbook of research on the education of young children (3rded.). New York: Routledge.

Tassoni, P. (2003). Supporting Special Needs: Understanding inclusion in the Early Years. Oxford: Heinemann Educational Publishers.

Wragg, E.C. (2001). Assessment and learning in the primary school. London: Routledge/Falmer.

Page | 4

Turn in your highest-quality paper
Get a qualified writer to help you with

“ LEARNING ”

Get high-quality paper

NEW! AI matching with writer

Still stressed from student homework?

Get quality assistance from academic writers!

Order now