Assessment 1 MTeach Rubric Annotated Resource List
Assessment 1 MTeach Rubric Annotated Resource List
Criteria High Distinction Distinction Credit Pass Fail
40-50 35-39.5 30-34.5 25-29.5 Under 25
Exemplary Accomplished Proficient Sound Unresolved
An introduction that provides a context and overview for the Annotated Resource List
(10 marks)
ULO 2 &4 The introduction comprehensively evaluates the context described and synthesises unit resources to succinctly evaluate the alignment of context, essential question, and resources The introduction analyses the context described and incorporates unit resources to analyse the alignment of context, essential question, and resources The introduction clearly explains the context and uses unit resources to discuss the alignment of context, essential question, and resources The introduction describes the context, essential question, and resources, using unit materials to support the description. The description links the context, essential question, and resources The introduction is incomplete or confusing; it needs further expansion to show connections between context and resources.
Resource List: Planning for a wide range of capabilities in the English classroom
(10 marks)
ULO 1, 3 & 4 The annotated resource list carefully incorporates and responds to a wide range of student capabilities, interests, and backgrounds. It strategically curates resources to challenge all learners through multimodal experiences (including ICT) that dynamically engage students with nominated English curriculum objectives, integrating unit resources to comprehensively evaluate planning decisions. The annotated resource list carefully responds to a wide range of student capabilities, interests, and backgrounds. It consistently uses resources to challenge learners through multimodal experiences (including ICT) that engage students with nominated English curriculum objectives, incorporating unit resources to analyse planning decisions. The annotated resource list responds to a range of student capabilities, interests, and backgrounds. It uses resources to engage learners through multimodal experiences (including ICT) that clearly align with nominated English curriculum objectives, using unit resources to support planning.
The annotated resource list considers a range of students. It aligns resources to engage learners through multimodal experiences (including ICT) that link with English curriculum objectives The annotated resource list is unclear or incomplete, does not align with English curriculum objectives, or may not show planning that considers the capabilities of diverse students.
Resource List: Evidence of Assessment Opportunities
(10 marks)
ULO 3, 5 The annotated resource list clearly integrates opportunities resources may afford for ongoing assessment of student progress toward curriculum objectives The annotated resource list incorporates opportunities resources may afford for ongoing assessment of student progress toward curriculum objectives The annotated resource list clearly indicates opportunities resources may offer for ongoing assessment if student progress toward curriculum objectives The annotated resource list includes assessment opportunities that link with curriculum objectives and the assessment of student progress The resource list has significant gaps in the area of assessment and/or alignment with curriculum objectives.
Justification
(15 Marks)
ULO 1, 3, 4 The justification synthesises unit materials to strategically evaluate the selection and sequence of resources. In this evaluation, it carefully responds to the student population, including capabilities, interests, and backgrounds to evaluate the use of these resources in an English classroom for engagement with and assessment of student progress toward curricular objectives. The justification synthesises unit materials to carefully analyse the selection and sequence of resources. In this analysis, it responds to the student population, including capabilities, interests, and backgrounds to analyse the use of these resources in an English classroom for engagement with and assessment of student progress toward curricular objectives. The justification incorporates unit materials to explain the selection and sequence of resources. In this summary, it considers the student population, including capabilities, interests, and backgrounds to support a discussion of the use of these resources in an English classroom, including their alignment with curricular objectives and opportunities for assessment. The justification uses unit materials to summarise the selection and sequence of resources. In this description, it considers the student backgrounds, capabilities, and interests to support the use of these resources in an English classroom, noting their alignment with curriculum objectives and potential assessments. The justification is unclear or does not consider the population, curriculum objectives, or assessment in relation to the selection of resources.
Tertiary Writing (5 marks) The assignment is strategically organised with clear sentence structure and paragraph composition. Grammar and word choice are accurate. All references to texts and unit materials are accurately formatted. The assignment is within the word count (+/- 10%) The assignment is organised with clear sentence structure and paragraph composition.
Grammar and word choice are mostly accurate. Most references to texts and unit materials are accurately formatted. The assignment is within the word count (+/- 10%) The assignment is organised with mostly appropriate sentence structure and paragraph composition. Most references to texts and unit materials are formatted. The assignment is within the word count (+/- 10%) The assignment is organised, but gaps in sentence structure and paragraph composition interfere with overall clarity. There are some errors, which do not distract from the overall meaning. The assignment is unclear, with significant gaps in sentence structure and paragraph composition that frequently interfere with clarity and overall meaning.
Drafting a Resource List
Assessment Item 1: Lower Secondary English
Instructions: Please use this template to help you draft your resource list for Assessment Item 1. You are free to amend this template as you see fit to meet the requirements of the assignment more clearly.
Curriculum Objective(s): Essential Question: Year Level(s):
Please write the entire objective(s) here as it is written in the curriculum documents (ACARA or your state/territory documents) Please use the unit resources and collaborate sessions to develop an Essential Question that can be explored in this sequence of topics and through your resources Opportunities for learning across the curriculum through English and/or exploration of Cross Curriculum Priorities Context Description Please describe your context here using unit materials
Topics: Please select a title for each topic that shows sequence and unification with the essential question Resources: Please Describe your resources below according to the assignment description and rubric Activities: Please describe your activities below according to the assignment description and rubric Opportunities for Differentiation: Please describe how each resource could be used with a diverse range of students
Topic 1: Title Resource 1
Activity 1 Resource 2
Activity 2 Resource 3 Activity 3 Topic 2: Title Resource 1
Activity 1 Resource 2
Activity 2 Resource 3 Activity 3 Topic 3: Title Resource 1
Activity 1 Resource 2
Activity 2 Resource 3 Activity 3 Topic 4: Title Resource 1
Activity 1 Resource 2
Activity 2 Resource 3 Activity 3 Assessment Opportunities: If you have not flagged assessment opportunities, this would be a good place to describe some of the opportunities for assessment your activities offer.
References: Please include a wide range of references (unit materials, readings, etc.)
Self-check I did this (tick the box) I did this really well (tick the box)
Your context clearly describes the demographics of the classroom/school where this resource will be used; you have included it on the resource list template Your introduction discusses the context and relates it to your choice of essential question and resources. It provides a snapshot of your resource list. Your introduction uses a few unit materials to support Youve used the annotated resource list template to map your resource list The resource list includes multimodal experiences for the range of students in your class The resource list helps students explore the essential question and build mastery toward the content descriptors youve selected Activities help the students in your class engage interactively and dynamically with the resources. Its not just read this and write that. It shows youve thought about the students in your class and what will interest them. Youve provided some opportunities to give students feedback (formative assessment) as they work through the activities and its clear they are working toward producing a final product (summative assessment). Youve shown me where these opportunities are in the resource list. Your justification is used to tell my why you made these curriculum choices for this particular class of students. Youve carefully selected unit resources (readings, videos, tutorials, etc.) to support your rationale for these choices. You used the rubric to do a self-check of your work against the HD criteria Lower Secondary English Curriculum and Instruction Self-Check Assessment Item 1
*Disclaimer: Please note, this self-check will not guarantee you will pass the assessment. Please check your work using the rubric provided, paying attention to how the rubric uses language like justify or evaluate as part of the judging criteria.
