EDU30067 Teaching English Report

Introduction

a. The concept of Literacy

Literacy is defined as “the ability of students to access, understand, analyze, evaluate, perceive meaning, express thoughts and feelings, express ideas and opinions, interact with The knowledge and skills necessary to participate in life activities in the Schools” (Australian Curriculum, Assessment and Reporting Agency) (Polizzi, 2020). Over time, Scientific and Cultural Organization's & the United Nations Educational understanding of literacy has changed as the main focus was on literacy and numeracy. UNESCO defines literacy as a continuation of learning that enables people to achieve their goals, develop their knowledge and potential, and participate actively in their communities and wider society (Montoya, 2018, October).

b. Curriculum document

Exploring the idea of literacy in primary school using the Australian curriculum.

c. Forms of Assessment

The performance record as a "learning assessment" (formative assessment) and the portfolio as a "learning assessment" (summative assessment) are the two types of assessment described in the report. Both assessment methods are suitable for his 21st century education and are used by educators to guide best practice.

d. Explanation of chosen assessments

A running record is a type of assessment that can be used to determine a student's proficiency at a particular level and book genre at a particular time (Stahl et al., 2019). By listening to students read aloud, teachers can learn more about student word reading accuracy results, mistakes and self-corrections, and reading methods used. A portfolio is a compilation of a student's work that shows key aspects that grow over time. They provide a comprehensive picture of a student's development and progress over the course of a subject or semester (Bader et al., 2019). A portfolio can include examples of homework writing, books you read in class, stories and retellings, answers to open-ended questions, oral interviews, and more.

Findings

a. Literacy in the Australian Curriculum

The Australian Curriculum makes many recommendations about literacy, including the inclusion of literacy as a General Capability and a key strand within English (Moss et al., 2019). Literacy, as a General Capability, is essential to a student's capacity to learn in the classroom and equips them to successfully live and work in the twenty-first century. Three interconnected strands of English are structured in order to assist students' comprehension and use of Standard Australian English. The three strands of language, literature, and literacy work together to provide an integrative framework of disciplinary knowledge and place special emphasis on helping students advance their knowledge, comprehension, and abilities. The literacy strand concerns students' capacity to interact with texts using their understanding of English, including both interpretation and original text production.

b. How theory applies to Literacy in the Australian Curriculum?

Socio-cultural views can be included into the Australian Curriculum in a way that allows instructors to arrange and provide lessons that are pertinent (Varea, 2018). Concurring to sociocultural points of view on dialect and proficiency, students do not develop their information of dialect, proficiency, and writing in a vacuum; or maybe, their development is associated to their environment and includes social and cultural understanding. This perspective is highlighted in Principle 1 of the six directing standards for educating reading and composing within the twenty-first century: It is socially and culturally shaped how individuals utilize proficiency. This thought emphasises the significance of connections shaped when perusing and composing, and how these ties contribute to a child's education improvement. Children are regularly put in reading and composing groups where they engage in discussion with peers and pick up proficiency as a result of participating in a group.

c. Discuss the impacts that Literacy teaching has on children’s learning and development in Australian Primary Schools?

In order to educate childrens that reading is beneficial in daily life, a literacy-rich atmosphere in the primary school setting is essential so that children can engage in speaking, reading, writing & listening in order to develop a knowledge of how literacy functions and how it is beneficial in daily life. As per, Australian Curriculum, students must develop the information, abilities, and dispositions to fluently comprehend and use language for learning and communicating both inside and outside of the classroom. The necessity of reading skills for effective participation in society is a recurring subject in primary context literacy studies (Merga & Gardiner, 2018). The technological advancements of the 21st century have created new demands for literacy, as well as new opportunities and difficulties.

d. Discuss key benefits and implications of chosen assessment?

Running records

Running records give instructors a number of preferences when planning for compelling proficiency instruction. This kind of assessment centers on verbal perusing and offers a deliberate procedure to track and differentiate the sources of information that students use and neglect whereas perusing aloud giving instructors a dependable assessment of content perusing and permitting them to form a more intensive assessment of a student's perusing abilities. Therefore, rather than making lessons too simple or too complex for the students, teachers are better prepared throughout the preparation phase. Both the instructor and the pupils gain from keeping running records. Waltz (2016) outlined a variety of data that teachers might compile on a student's reading proficiency, for instance: the failure to use a word; the addition of a word; replacement of one term with another; when the youngster is unwilling to continue, explaining a task; conclusion of a partially successful endeavour; Accuracy rate, repetitions, and self-corrections.

In the end, this information gives teachers detailed knowledge of a student's reading skills that they may impart to the learner, motivating them to participate in the learning process. Running Records gives people chances to acknowledge their accomplishments. The instructor can give the record to the student when they have done reading and retelling the tale. Teachers should encourage students and offer specific feedback on what they did well during this conversation, such as, "I liked the way you used expression to show the character was excited’. Teachers can address the areas of difficulty by discussing the students' mistakes with them and developing individualised reading objectives based on these mistakes after providing comments on their strengths. Last but not least, running records may track a student's development as a reader since they generate evidence of progress, attitudes, and the emergence of metacognitive strengths (Frey et al., 2019).

Portfolios

Portfolios provide a number of advantages for both students and teachers, including: They can track their own learning and examine their progress; They allow for continual feedback; Students may develop crucial skills like self-evaluation and critical thinking; Give instructors a tool to evaluate their own practise and assist them in developing as reflective and self-directed educators (Syzdykova et al., 2021).

Portfolios come in a variety of forms and have a variety of uses. Take "record-keeping portfolios," which are often maintained by instructors. They include observational data such as checklists of behaviour and anecdotal remarks. Personal portfolios, which highlight interests and accomplishments like prizes and work samples, provide a more comprehensive perspective of students' learning. Rather than testing low-level abilities using as it were one estimation strategy, such as a standard exam, instructors can use portfolio as a type of evaluation to assess high-level aptitudes with important and reasonable exercises. Due to a need of understanding of the portfolio process, there are a few claims that portfolios can be a "squander of time”. Rather than wrapping up the year with a organizer full of papers they do not know what to do with, instructors ought to carefully examine why they are using student portfolios as a shape of student assessment. A proposal which will be made in this circumstance is to clarify the portfolio's purpose to students at the starting of the school year. One-on-one contacts permit for visit check-ins, and students are encouraged to require charge of their possess education.

a. Identify factors that contribute to the use of the assessments

People who work in the educational system frequently perceive assessment as having a detrimental impact on teaching and learning, particularly when there are significant financial associated with test results (Kretchmar & Zeichner, 2019). Contrarily, assessment in the 21st century has the potential to positively impact students' learning, but it depends on a number of factors. "Evaluation ought to give understanding on understudy learning so instructors can alter instruction, survey a broader extend of abilities and capacities, and grant understudies modern parts within the evaluation process that make assessment a learning involvement," concurring to the articulation made within the evaluation. The two evaluation strategies secured in this study are illustrations of 21st-century appraisal strategies that focus on assessing students' capacities to apply data instead of retain reactions. The fact that portfolios are student-centered and emphasise each student's work, development, and achievement all through time is one component that energizes their appropriation. This gives instructors a more complete picture of a student's abilities. Running records serve a particular work than portfolios (summative evaluation) since they are a type of formative assessment. Running records are employed because they produce evidence of student accomplishment that may be used to inform decisions regarding upcoming teaching or learning strategies. Running records can be utilized by instructors to select content reading levels for person teaching, arrange students for small group instruction, and track students' perusing improvement over time. Running records hence influence instructors' judgment, deciding the kind of perusing instruction kids get.

b. Potential effects of the assessments in relation to children’s learning and development

There are several assessment methods, and each one has a different impact on the learning and growth of children. Formative assessments are meant to give learning feedback so that teachers may adapt their instruction to better suit the requirements of their pupils. Running records, for occasion, may be used to provide students developmental input and highlight their qualities and blemishes. Since it is centered on the learner, this tyoe of assessment complements a strengths-based approach to learning. A strength-based approach empowers instructors to routinely utilize their understanding of a student's abilities to learning. With the aid of encouragement & instruction, instructors can use this kind of evaluation to discover what a kid can or could do. Children benefit from this because instructors may design lessons that highlight strengths and point out areas that require help or intervention to promote learning and growth.

Summative assessment, in differentiate, contains a diverse objective than assessing educating and learning. Summative assessment helps in making last judgments around a learner's achievement, evaluates the viability of instructive activities, and screens the improvement of students (Irons & Elkington, 2021). Summative exams frequently have large stakes and enable comparison of all students to the same level. Instead of a test, portfolios are a type of summative assessment that involves the systematic and deliberate gathering of data that shows students' progress, performance, and achievement in one or more areas over time. Portfolios emphasise pupils' skills and faults similarly to running records. Additionally, running records have a good impact on student learning since they emphasise self-reflection and proof of improvement over time rather than standardised assessments that could be inaccurate in assessing a sizable portion of the student population. Portfolios evaluate a student's learning in many different areas, such as their growth in personal skills, academic skills & professional skills as they demonstrate their capacity to put information and skills into practise. It is a comprehensive evaluation of student learning that considers all elements of the learner and offers a multifaceted view of the learner.

c. Recommendations for policies and teaching practices for the assessment

In order to make critical judgements regarding the teaching and learning process and to determine the best ways to promote future learning, assessment is an essential component of all facets of education. Standards 5 ('Assess, offer feedback, and report on student learning') of the Australian Institute for Teaching and School Leaderships include suggestions for assessment. The AITSL standards provide a roadmap for professional development and important components of high-quality instruction. It states that teachers must exhibit knowledge of assessment techniques, such as informal and formal, diagnostic, formative, and summative methods to learning evaluation (Kitchen et al., 2019). As formative and summative evaluations that may be incorporated officially or informally, the assessments mentioned in this study also address this requirement. The Australian Curriculum also includes evaluation since it gives instructors a statement of the knowledge and skills that students should be able to demonstrate. Teachers can then base their lesson plans on what needs to be assessed and draw conclusions from the data they gather while teaching.

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