AT1: Professional Task This assessment comprises two parts

AT1: Professional Task This assessment comprises two parts

Part A: Digital Professional Portfolio

Due: Week 4 Friday 20th September 2024

This professional task involves the continued development of your Digital Professional Portfolio.

Critically reflect (in 500 words (+/- 10%)) on peer feedback gained on the development of your digital professional portfolio and the evidence gathered against the AITSL Australian Professional Standards for Teachers at the Graduate Career stage.

Explore your digital portfolio - click on the side link in Bb - set up your profile and;Consider what makes a 'good' artefact as evidence of meeting various AITSL Professional Standards. Add appropriate artefacts that you have collected over the last 2-3 years to your Digital Portfolio.

Share selected pages with your colleagues to receive feedback

Write a reflection. Below are some considerations:

What do my peers think about the digital portfolio pages I shared with them?

Why have I chosen certain artefacts - how do they demonstrate the Standards?

Where do I believe I have had difficulty locating artefacts for some of the Standards and why?

What areas require further development?

DPP Peer Assessment template.docxDPP Peer Assessment template.docx - Alternative Formats

You might like to investigate this website -http://teacherprofessionalism.weebly.com/andCollecting artefactsAssessment One: Part A Student SamplesAttached Files:

Task 1 Part A Student Sample.pdfTask 1 Part A Student Sample.pdf - Alternative Formats(26.408 KB)

Assessment 1- Part A Peer Review Sample.pdfAssessment 1- Part A Peer Review Sample.pdf - Alternative Formats(64.357 KB)

Task 1 Part A Student Sample 2.pdfTask 1 Part A Student Sample 2.pdf - Alternative Formats(115.25 KB)

What Youll Find:

These examples are excellent, showcasing strong analytical skills and thoughtful approaches.

However, lets be clear: the samples arenotflawless. Perfection is a lofty goal, but were aiming for excellence.

Use these examples as a reference point, not a mere paint-by-numbers exercise. Avoid blind replication; instead, dissect it thoughtfully.

Dive into the materials covered in this unit. They hold the key to your success in Assignment 1.

Pay special attention to how references are integrated and how theoretical concepts are woven into the fabric of the answers.

Reflect on the rubric. How do the examples align with its criteria?

Professional Task (Part B): Theoretical Critique (40%)

Due: Week 4 Friday 20th September 2024

This professional task involves a theoretical critique of a current assessment practice.

In 2000 words (+/- 10%) select a state, national or international current assessment practice (e.g. NAPLAN, PISA, PIRLS, OLNA) to critique. You need to identify a theoretical learning perspective (e.g. socio-cultural, cognitive,behavioural,constructivist, humanist) through which to frame your critique. Present your findings in areport format.

Here is the National Assessment Program (NAP) website:http://www.nap.edu.au/aboutAustralian Council for Educational Research (ACER) have created this website on PISA -https://www.acer.org/au/ozpisaYou might like to investigate 2015 Key Findings and also the Publications and Data tab.

Also investigate your State Education Department to check for any assessments used throughout schools, for example, OLNA.

Further Details

Submit one Word document including Part A: your reflection AND Part B: your critique, both clearly labelled.

Provide an APA 7 formatted reference list at the end of the assessment starting on a new page.

Sample Cover Page (not compulsory):A1_Sample cover page_1_.docxA1_Sample cover page_1_.docx - Alternative Formats.

Use Standard Word Doc margins with a Document Header:EDPR3012,AT1: Professional Task, your surname, student ID.

Appendices go after the reference list.

Total Word count:2 500 words (+/- 10%).This includes all text in the body of the assessment (headings, intext citations, captions and direct quotes). It excludes the Reference List, cover page, contents page and appendices.

Professional Task (Part B): Theoretical Critique (40%)AT2: Create an Assessment Task

Assessment 2 requires you to conduct an assessment task.

Firstly, identify a primary year level USE FOUNDATION OR YEAR 1, learning area USE MATHS OR LITERACY FOR ESSENTIAL ASSESSMENT and curriculum content descriptor. Based on this, use either the assessment from the first Assessment task in this unit, source an existing assessment, or create your own relevant assessment task which is aligned to a rubric or marking key.

Conduct this assessment with a peer, friend or family member. Mark and moderate the assessment and provide constructive feedback and outline a formal report comment suitable for parents. Reflect on the effectiveness of the assessment, marking rubric or marking key, and moderation process. Support your reflections with your understandings of research into how students learn. Recommend the next steps you would take for teaching the participant in that learning area.

Word count: 2,000 plus or minus 10%. This includes all text (headings, in-text citations, captions and direct quotes). It excludes the assessment, rubric or marking key and end-text Reference List.

Screen shot of AT1 Pat A and B and AT2. As above which includes more details.

Library Reading List for Referencing:

Primary Professional Experience Handbook 2024Australian Institute for Teaching and School Leadership. (2011).Australian Professional Standards for Teachers. AITSL.https://www.aitsl.edu.au/teach/standardsResources1.Brady L. Assessment and Reporting: Celebrating Student Achievement EBook. 5th Edition. (Kennedy KJ, ed.). Pearson Australia; 2019.2.Brady Laurie. Naplan: Critiquing the Criticisms. Vol Vol. 28.; 2013:47-55.3.AITSL Graduate Standards. http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list4.Brady Laurie. Principles and Strategies for Reporting Student Achievement in the Classroom. 4th ed. (Kennedy K, ed.).; 2012:99-120.5.Butt Graham. Making Assessment Matter [Electronic Resource] . Continuum International Pub Group; 2010.6.Duchesne S. Educational Psychology for Learning and Teaching . Sixth edition. (McMaugh A, ed.). Cengage; 2019.7.Hattie John. Visible Learning for Teachers: Maximizing Impact on Learning. Taylor and Francis; 2012.8.Howell A. Exploring Childrens Lived Experiences of NAPLAN. (Lingard B (ed. et al. ), ed.).; 2016:164-180.9.James M. Assessment, Teaching and Theories of Learning. (Gardner John, ed.).; 2006:47-60.10.James M. Assessment, Teaching and Theories of Learning. (Gardner John (ed. ), ed.).; 2006:47-60.11.James M. Assessment, Teaching and Theories of Learning. (Gardner John (ed. ), ed.).; 2006:47-60.12.Kivunja Charles. Creating an Effective Teaching Learning and Assessment Environment.; 2015:46-82.13.Marsh CJ. Assessment and Reporting. 6th ed. (Clarke M, ed.).; 2014:307-337.14.Popham WJ. Assessment Literacy for Teachers: Faddish or Fundamental? Theory Into Practice. 2009;48(1):4-11. doi:10.1080/0040584080257753615.Readman K. Practical Planning and Assessment [Electronic Resource] . (Allen Bill, ed.). Oxford University Press; 2013.16.Reeves SS, Dillon-Wallace J, Exley B. Teachers attitudes to NAPLAN literacy assessment in the middle years. Literacy Learning: The Middle Years. 2019;27(1):60-69.17.Thompson Greg. A preliminary analysis of teacher perceptions of the effects of NAPLAN on pedagogy and curriculum. Harbaugh AG, ed. The Australian Educational Researcher. 2013;40(3):299-314. doi:10.1007/s13384-013-0093-018.Wiliam D. Embedding Formative Assessment: Practical Techniques for K-12 Classrooms . (Leahy Siobhan, ed.). Learning Sciences International; 2015.19.Wyatt-Smith Claire. Designing Assessment for Quality Learning [Electronic Resource] . (Klenowski Valentina, Colbert Peta, eds.). Springer Netherlands; Imprint Springer; 2014.Topic 220.Klenowski V. Towards fairer assessment. Australian educational researcher. 2014;41(4):445-470. doi:10.1007/s13384-013-0132-xTopic 321.Pattalitan AP. The Implications of Learning Theories to Assessment and Instructional Scaffolding Techniques. American Journal of Educational Research. 2016;4(9):695-700. http://pubs.sciepub.com/education/4/9/9/22.Black P, Wiliam D. Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan Magazine. 2010;92(1):81-90. doi:10.1177/00317217100920011923.Nichols PD, Kobrin JL, Lai E, Koepfler J. The Role of Theories of Learning and Cognition in Assessment Design and Development. In: The Handbook of Cognition and Assessment. Wiley Blackwell; 2016:13-40. doi:10.1002/9781118956588.ch2Topic 424.Macqueen S, Knoch U, Wigglesworth G, et al. The impact of national standardized literacy and numeracy testing on children and teaching staff in remote Australian Indigenous communities. Language testing. 2019;36(2):265-287. doi:10.1177/0265532218775758Topic 525.Gail Hager. Setting it right! Assessment for Australian EAL/D learners in the middle years. Literacy learning. 2020;28(3):31-39.Topic 626.Brookhart SM. How to Create and Use Rubrics for Formative Assessment and Grading [Electronic Resource] . (Association for Supervision and Curriculum Development, ed.). ASCD; 2013.27.Beaglehole V. Assessing writing using rubrics. Practically primary. 2014;19(2):13-15.28.Hugh Gundlach, Merryn Dawborn-Gundlach. Teacher perceptions of quality criterion referenced rubrics in practice. Literacy learning. 2020;28(3):64-75.Topic 729.Klenowski V. Assessment for Education: Standards, Judgement and Moderation . (Wyatt-Smith C, ed.). SAGE; 2014.30.Perso T, Hayward C. Teaching Indigenous Students: Cultural Awareness and Classroom Strategies for Improving Learning Outcomes. Taylor and Francis; 2020.31.Crisp V. The judgement processes involved in the moderation of teacher-assessed projects. Oxford review of education. 2017;43(1):19-37. doi:10.1080/03054985.2016.1232245Topic 832.Hargreaves E. Inquiring into childrens experiences of teacher feedback: reconceptualising Assessment for Learning. Oxford review of education. 2013;39(2):229-246. doi:10.1080/03054985.2013.78792233.Hattie JAT. The power of feedback. Review of Educational Research. 2007;77(1):81-112.34.Fletcher A. Australias National Assessment Programme rubrics: An impetus for self-assessment? Educational research (Windsor). 2021;63(1):43-64. doi:10.1080/00131881.2020.1850207Topic 935.Shaddock Anthony. Using Data to Improve Learning: A Practical Guide for Busy Teachers. (Hattie John, ed.). ACER Press; 2013.Topic 1036.Shaddock Anthony. Using Data to Improve Learning: A Practical Guide for Busy Teachers. (Hattie John, ed.). ACER Press; 2013.Topic 1137.Charles Kivunja. Assessment Record Keeping and Reporting. In: Teaching, Learning & Assessment: Steps towards Creative Practice . Oxford University Press; 2015:378-398.Topic 12