Description: There is a word file of the Do’s and Dont (assignment outline) -will send lesson plans tomorrow but the 1/5/18 -have attached references to use for the assignment -please refer to rubric when stuck or call me -lesson plans, numeracy and literacy(SWST TETS) trackers are not included in word count. -attach lesson planes, numeracy and literacy trackers as appendices. refer to appendices in assignment as (appendix 1) etc
ETP ASSSIGNMENT DOS AND DONTS. (1800 WORDS) TABLE AND FIGURES AND APPENDICES NOT INCLUDED AS WORD COUNT.
DO:
-Base it on grade 4 using the VICTORIAN CURRICULUM for lesson plans.
-Intext citation Harvard style.
-label appendices in to Harvard style
-USE LITERACY AND NUMERACY TRACKER AS A WAY OF TESTING STUDENTS
You will be able to write in the first person where appropriate. For example, in the last section -where you reflect on your assessment design and your stance about assessment – will appropriately be in the first person. In contrast the first section -which describes the context for your teaching and learning – is likely to be in a more formal third person style.
Part B: Reflecting on your assessment design
This final phase of Assessment Task 2 asks you to bring together evidence of how your assessment design for the lesson sequence was planned, developed and taught during your Professional Experience Placement and how you reflected on your experience and professional learning.
You’ll show how your planning is influenced by: students and their learning needs; feedback that you received from your peers and Mentor; and other factors such as your professional learning arising from the literature, school curriculum and assessment policy etc. Part B is an example of summative assessment and requires you to develop a report to demonstrate your teacher thinking, learning and practice related to assessment in order to prepare your critical stance (or professional philosophy) on assessment. You should present your report ethically, ensuring the protection of the identities of school and participants.
What is a teacher ‘stance’?
In his book, The Passionate Teacher, Robert Fried (2001) begins with the everyday meaning of ‘stance’ as a physical embodiment of an emotion and then moves to the intellectual and emotional qualities of stance:
What we have is a stance.
It starts in a physical way. There is a posture, a way we hold our bodies that can communicate to students a sense of acceptance, respect, and expectation: how we greet them when they arrive…; where we stand or sit when we talk to them; how we move about the room. And of course, there is the emotional or intellectual sense of the word “stance”: the way we prepare ourselves for what students will be bringing with them into the classroom, and what we want them to leave with. Who are these kids? How great is their potential? What are the talents they’ve got that nobody has yet discovered? What’s holding some of them back from using their minds creatively in school? How can we help them get their act together academically? How important is this work we’re doing, anyhow? What do we expect them to achieve?
Thinking about such questions is a crucial step in making us more able to help our students to grow intellectually, for such thought allows us to link our devotion to a subject or discipline with our hopes for their development as thinking persons. (Fried 2001; pp. 140-141)
Robert Fried continues to discuss the concept of a teacher’s stance as something that is dynamic and evolves over time, which is an interesting and eclectic mixture of beliefs, values, theoretical influences and reflections on practice.
Your stance is built on hunches and convictions, part reason and part faith. It plays out in the way you try to build a working relationship with students. (Fried 2001; p. 153)
He also provides suggestions for how a teacher’s stance may be useful to inform a teacher’s practice of teaching. He argues that there are two key elements to understanding the development of a teacher’s stance.
What are some practical ways that teachers can explore, define, and refine their stance for themselves? How can we make our stance clear to students and colleagues? Stance is both a matter of internal discovery and a public statement that teachers can make in a manner that suits their personality and style. (Fried 2001; p. 173)
Marilyn Cochran-Smith and Susan Lytle have also been exploring the role that a teacher’s stance plays, with a particular focus on how working with your teacher’s stance can support your own professional learning. Like Robert, they begin with the premise of the physical embodiment of stance as well as the emotional and intellectual expression of stance on a position. However, Marilyn and Susan extend and deepen the concept of stance to use it a way to connect it to the theoretical work of teachers as they make sense of their practice with the key “goal of transforming teaching, learning, leading and schooling” (Cochran-Smith and Lytle 2009; p. 119). They define their use of ‘inquiry as stance’ as a way, a method, of coming to understand your identity as a teacher and your teaching (positions or philosophy/principles) within a professional learning community.
In our work, we offer the term inquiry as stance to describe the positions teachers and others who work together in inquiry communities take toward knowledge and its relationships to practice. We use the metaphor of stance to suggest both orientational and positional ideas, to carry allusions to the physical placing of the body as well as to the intellectual activities and perspectives over time. In this sense, the metaphor is intended to capture the ways we stand, the ways we see, and the lenses we see through. Teaching is a complex activity that occurs within webs of social, historical, cultural, and political significance. Across the life span, an inquiry stance provides a kind of grounding within the changing cultures of school reform and competing political agendas. (Cochran-Smith and Lytle 2009; p.120)
Assessment Task 2 Part B asks you to build on your earlier statement of your professional thinking about assessment (in Assessment Task 1) to develop your professional stance on assessment and relate it to your teaching and student learning. In the process of undertaking this unit’s learning, the assessment and your Professional Experience placement – you will undertake an inquiry as stanceapproach to explore, examine and inform your developing stance on assessment. Therefore, the report in Part B will provide an expression of your public statement of your assessment stance that has arisen from your internal discovery (Fried 2001) through an inquiry as stance process (Cochran-Smith & Lytle 2009).
Purposes of the task (AT2 Part B)
To demonstrate your understanding and practices of assessment planning, design and implementation;
To demonstrate your capacity to provide effective student feedback on assessment and interpret assessment data to inform your teaching practice and impact on student learning; and
To reflect on the effectiveness of your teaching practice and articulate your professional learning and teacher stance, particularly related to assessment, learning and teaching.
Not sure what a report genre involves?
AT2 Part B follows the report genre. Table 5 guides you on all the sections of the report you need to create. If you’re not sure about the report genre, it would be useful for you to have a look at a few to get a sense of what it involves. Here are some examples for you to look at:
An ACER report on Pacific islands and literacy and numeracy assessment
A DET Vic report about assessment reporting guidelines
An AITSL report on professional learning & development. Report Structure: What your report will look like
The Assessment Task 2 Part B report is to have the structure with these key report sections as outlined in Table 5. Each section is given an estimated word count to guide your writing. You are expected to use the report genre.
Text in Tables, Diagrams, Figures, Appendices, Reference list DO NOT contribute to your word count. Description of each section provides you with a guide of what to include, for example: questions or prompts to guide your writing; Tables and Appendices; where it is important to include references etc. Table 5 outlines the report’s minimum requirements and key sections.
Penalties for going over word count for body of the report
The total report word count is 1600 words (this does NOT include the Appendices). You must contain your report to the word count. If over the word count, information above the word count will not be considered for marking purposes.
A key purpose of the report is for you to demonstrate your professional understanding and practice about assessment with evidence. Consequently, you may use entries from your Professional Reflective Journal that you keep during your Professional Experience placements and the trimester as you undertake the unit – as evidence of your teacher thinking. For any Journal entries you use in the report, collate and prepare an appendix and cross-reference into your report where relevant.
When you convert your Word file to a PDF –and if, for example, you want to hyperlink to cross-reference from text in the body of the report to the appendices, please double check that all your work has been converted in the final version submitted. You are encouraged to convert your Word file to PDF because you tend not to lose your formatting of tables, images, appendices in a large file that this report will become.
Guide to key sections of the report
Remember to use pseudonyms to protect the identities of the participants and school within your report.
Section 1 Introduction: Learning and Teaching Context
[Estimated word count: 200-300]
briefly describe the class learning and teaching context and the 3-5 sequence of lessons with learning intentions (& incl lesson plans) – this is adapted from AT2, Part A visual representation and placed as Appendix 1
identify and explain the key influences on your assessment approach (incl links to relevant literature)
Appendices
Create and link to Appendix 1: Lesson sequence with assessment task overview (incl lesson plans)
Section 2 Assessment Design and Development
[Estimated word count: 200-300]
present a rationale for ONE assessment task within the lesson sequence (incl how it links to learning intentions/objectives/ outcomes)
describe and classify the type of assessment you created and implemented ( incorporate Table 1)
discuss why/how your assessment task design demonstrates assessment validity and reliability (e.g. refer to Class (lecture) in Wk 6 Assessment Design for Learning)
present the actual assessment task created in full i.e., actual assessment task and all learning support materials developed for the students to assist them to complete the assessment task and how it will be assessed into Appendix 2)
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Please Note: If you are going to use Pre-and Post-Test as your assessment task for the unit – you treat this as ONE assessment task with two parts. Ensure you do research into what makes for good pre and post test design. For example:
Kuehn, P.R. 2017, ‘Function and Importance of Pre and Post Tests’, weblog post, 4 Feb, retrieved 4 March 2018, https://owlcation.com/academia/PrePost-Test-A-Diagnostic-Tool-For-More-Effective-Teaching-of-EFL-Students
Skidmore College, n.d. Assessment at Skidmore College: Value-Added Assessment (Pre- and Post-testing), Skidmore College, retrieved 4 March 2018, http://www.skidmore.edu/assessment/archived/pre-or-post-assessment.php
Wiggins, G. n.d., A Unique Approach to Pre and Post-Assessments, TeachThought, retrieved 4 March 2018, https://www.teachthought.com/pedagogy/a-unique-approach-to-pre-and-post-assessments/
Using Pre & Post test design in continuing education programs [Journal article, Thomas Barton and his colleagues (2001)]: http://www.profdevjournal.org/articles/41032.pdf
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Create – Table 1: Summary of Assessment Task and Criteria
Aspect of Assessment Task Rationale/ description
Assessment Task Assessment task title
Type of Assessment What kind of assessment is it?
e.g. formative, diagnostic, summative; self/peer assessment; informal
Give a brief description of the assessment eg purpose & format-(eg oral presentation; debate; written test)
When will assessment take place? When/ How will this assessment be used in the lesson sequence?
Links to Curriculum How does assessment link to the lesson sequence? to Victorian or Australian Curriculum?
e.g. learning intentions/ objectives/ outcomes
Assessment Criteria How will it be assessed?
e.g. criteria, rubric, marking schema
Feedback to students How will the feedback to students be presented?
e.g. written, verbal, mark, grade, comments
Why have you selected this feedback? How will this decision impact on student learning? How will you collect and record the feedback?
Assessment support material What do you need to create to support the Assessment Strategy? e.g. create an assignment handout to guide students; marking guide
Appendices
Create and link to Appendix 2: Actual Assessment Task in full including learning support materials and criteria and/or marking schema
Section 3 Implementation of Assessment Strategy
[Estimated word count: 400-600]
In this section of the report you will present and discuss how the assessment strategy was completed by the i) whole class; and ii) 3 students in particular.
Whole class assessment data
present the assessment results of the whole class related in a table (incorporate Table 2)
identify & interpret whole class assessment data patterns in relation to the learning intentions/objectives/ outcomes associated with the assessment strategy; for example:
what did the students learn?
discuss what most students appear to understand, and if relevant, any misconceptions, confusions, or needs (including a need for greater challenge) that became apparent for some or most students;
what gaps are identified in student learning?
evaluate the whole class achievement. As a result of this evaluation, how would you modify your teaching practice?
Tables
Create and integrate Table 2: Summary of Class results for assessment task (Don’t forget to give pseudonyms to your students in the class to protect their identity).
Feedback on students’ assessment work samples and analysis
present assessment work samples from 3 students (can be presented within this section or in an Appendix)
analyse each student’s assessment work sample which includes evidence of student’s prior knowledge/learning
provide evidence of the actual feedback you gave to each student on their assessment work [feedback can be written feedback (e.g. scanned copy of your written feedback on the assessment work sample) or oral feedback (e.g. an audio file of your oral feedback to student)]; present this evidence in this report section or appendices as appropriate; some tips for your consideration:
please explain the need to collect evidence of your giving feedback to students with your Mentor and ensure you gain the correct permission; collecting this data and analysing it is an important part of your professional learning and being classroom ready
if oral feedback is given: provide an audio (or video – but this takes a lot more permission/consent than audio!) file and transcript of the feedback given to the student/s
don’t forget your notes from Week 8 Role of Recording and Reporting Assessment Data Class (lecture) and Essential Readings – and there’s an additional reading on the list that is helpful: Headington, R 2003, ‘Chapter 4 Recording’, in Monitoring, Assessment, Recording, Reporting and Accountability: Meeting the standards, David Fulton Publishers, London.
analyse and explain how your feedback supports each student’s learning and addresses individual student needs and learning goals; for example:
What qualities of good feedback strategies did you use in your feedback?
How do you know your feedback was effective to improve student learning?
How did your students use your feedback?
How did your students feel about receiving their feedback from you? How do you know this?
Would you do give feedback to these students differently next time? Why?
What did you learn about how you give feedback to students from this experience?
How might you improve giving (and receiving) feedback in your future teaching?
Evidence of assessment practice
Create and link to Evidence: 3 x student assessment work samples and your feedback – provided appropriately within the report section or in appendices.
Section 4 Reflecting Critically and Stance on Assessment Practice
[Estimated word count: 400-600]
In this section of the report, you will i) critically reflect and discuss your assessment approach within the context of the lesson sequence; which will then inform ii) your teacher stance on assessment.
Reflection on assessment design and teaching
Reflect on your teaching and the student learning in the lesson sequence. Use the following questions as prompts for your reflection. You aren’t required to respond to each question – these are sample reflective questions:
What role did the assessment strategy play in your teaching and in the students’ learning?
What role did peer and Mentor feedback and literature play in your assessment design? Explain any changes that occurred in the design phases. [Peer and Mentor feedback evidence from AT 2, Part 1 provided in Appendix 3]
How would you evaluate the quality of your assessment design? [e.g. validity, reliability, principles of assessment practice]
How did the students inform your assessment design and teaching practice?
How did/ could you report on students’ learning to your Mentor?/ Parents or Carers of students?
What did you learn from implementing this assessment approach?
My Teacher Stance on Assessment
Present your professional stance on assessment based on evidence from your professional experience and with relevant links to your reflective journal entries during your Professional Experience placements, literature, coursework and any other professional sources. You may include in your statement, for example:
Your teacher beliefs about assessment e.g. what are the purposes of assessment?
How you see the connections between learning, teaching and assessment
Do student motivation and engagement for learning play a role in assessment?
What roles do self and peer assessment play in assessment?
What role does assessment reporting play in student learning?
Did you notice any changes in your stance from the AT1? Explain.
Appendices
Create and link to Appendix 3: Peer and Mentor feedback on proposed assessment design
Appendix 4 (optional): Reflective Professional Journal entries and/or reflections on your lesson plans – relevant entries/ extracts are presented
Reference (HARVARD REFERCNING)
References
Cochran-Smith, M. and S. L. Lytle (2009). Inquiry As Stance: Practitioner Research for the Next Generation. New York and London, Teachers College Press.
Fried, R. L. (2001). The Passionate Teacher: A Practical Guide. Boston, Beacon Press.
Lane, S. (2013). Performance Assessment. SAGE Handbook of Research on Classroom Assessment. J. H. McMillan. Los Angeles, SAGE.