Module 4 - Assessment and Feedback
Module 4 - Assessment and Feedback
Evaluating the impact of teaching and learning in practice
Introduction
Think of some examples of assessments you completed at school. Consider assessments from primary and secondary school.
How did you feel about doing these tasks? Why?
Why do you think assessment is important in schools?
How do you think you might make assessment a meaningful experience for the students in your classes?
In this module, you will learn about different types of assessment that teachers use to measure student outcomes and inform their teaching. We will look at how teachers interpret the data from these assessments to evaluate their practice and enhance student learning. We will also explore the significance of providing feedback to students throughout the teaching/ learning cycle.
Module Four prepares you for Assessment Two: -
You are required to film and upload a presentation to YouTube. In the presentation: -
You are going to verbally explain a lesson you have planned.
You will justify your choice of Assessment for Learning/ formative assessment strategies and your plans for incorporating feedback into the lesson.
Module Objectives
By the end of this module you will be able to:
Describe the purposes and list appropriate strategies for informal, formal, diagnostic, formative and summative assessment. (APST 5.1)
Define the meaning of data in a school setting and give examples of how it is used to evaluate student learning and teaching practice. (APST 5.4)
Explain why feedback is important to student learning. (APST 5.2)
Topic One Types of assessment
This topic addresses APST 5.1: Assess student learning: Demonstrate an understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. This is a knowledge based standard and therefore you need to know the definition and purposes of each approach and some classroom examples.
Informal assessments happen in moment-by-moment and day-by-day classroom activities and can be used by students and teachers to gauge performance and progress. Informal assessments take place when teachers closely observe while students are undertakingtasks and activities, engaging in peer conversations and peer assessment, undertaking presentations, or sharing back what they have been learning to groups or their class as a whole. As a teacher, you will deliberatley gather evidence of learning through conferencing and interviewing students, engaging in dialogue with them, and navigating the classroom and asking questions. Teachers use this evidence to make changes to pedagogy, content and ongoing assessment practices. (Charteris, 2021, p. 241)
Formal assessment is scheduled assessment that contributes towards a formal grade or mark, hence it is summative. It can occur internally, that is, developed and conducted by the class teacher, or can be developed externally to the school and/or class and administered by an external examination authority (such as Year 12 external exams)...As with informal assessment, it could focus on process or product, depending on the subject (Howell, 2014, p.430).
Diagnostic The purpose of any diagnostic assessment is to map the student as a learner, either in a holistic way or through specific identified traits (Churchill et al., 2019, pp. 434-435). Best Start Asssessments are an example of diagnostic assessment.
Formative assessment is often referred to as assessment for learning. It occurs constantly throughout the lesson whilst students are learning and includes self-assessment and peer-assessment. Its purpose is to inform the teacher about how to improve their teaching and the students about how to improve their learning.
Summative assessment is often referred to as assessment of learning. It occurs at the end of a cycle of learning and its main purposes are grading and reporting. End of topic tests or assignments, and the HSC are examples of summative assessment tasks.
Topic Two Interpreting data
This topic addresses APST 5.4: Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. Every action we take as teachers must be well-informed and evidence-based. Our decisions need to be based on students data that has been carefully selected, collected and analysed. The cycle in the diagram below indicates a framework which supports manageable and purposeful use of student data. Click on the image or link for a clearer PDF copy.
Module 5 - Learning environments and behaviour support
Module Objectives
By the end of this module you will be able to:
Describe approaches to supporting the participation and engagement of all students. (APST 4.1)
Identify strategies for organising the classroom and supporting positive behaviour. (APST 4.2)
Outline a number of evidence-based strategies for managing challenging behaviours. (APST 4.3)
How do we create and maintain supportive and safe learning environments?
To start you thinking about what is meant by a supportive and safe learning environment, listen to the following episode from the Teacher Takeway Podcast. Four teachers discuss the different aspects of APST Standard 4 and how they address them in their schools and classrooms. Take note of what is said about: -
the importance of school-based systems
how to reward positive behaviours
use of positive language
the place of engagement, relevance and participation
reparative practice
being the adult in the room
Topic One Supporting student participation
This topic addresses APST 4.1: Support student participation - Identify strategies to support inclusive student participation and engagement in classroom activities.
Motivating learners
Engaging every learner
Explicit instruction
Making learning interesting
Inclusive education - Inclusive education means that all students are welcomed by their school in age-appropriate settings and are supported to learn, contribute and participate in all aspects of school. Inclusive education is about how schools are developed and designed, including classrooms, programmes and activities so that all students learn and participate together (DET 2015, p 2).
Student participation - Student participation is a critical part of effective teaching and learning. Without opportunities to speak, problem-solve and work with others, students may quietly disengage or become restless and teachers may not know if those students are learning Opportunities to collaborate with peers and do group work also improve a students achievement, interpersonal relationships and attitudes to learning (Goss, et. al., 2017).
https://www.scu.edu.au/research/research-impact/impact-case-studies/improving-wellbeing-through-student-participation-at-school/
Student engagement - Engagement is a sense of connection with what you are doing or where you are: a sense of belonging school is a place for me. Engagement in teaching and learning is a prerequisite to success. A student is not as likely to succeed in learning if they or their school are not invested in their learning. Engagement is a significant element in wellbeing.
https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-37-2018/cultivating-student-engagement-part-1
Topic Two Managing classroom activities
This topic addresses APST 4.2: Manage classroom activities -
Demonstrate the capacity to organise classroom activities and provide clear directions. For students to feel safe and supported in their classrooms, teachers must be well organised and clear about the procedure of lessons and the expectations of students. The following sources explore some practical ways that teachers manage their classrooms.
Topic Three Managing challenging behaviours
This topic addresses APST 4.3: Managing challenging behaviours - Demonstrate knowledge of practical approaches to managing challenging behaviour.
Please note that the standard sets the expectation of a graduate teacher to know about practical approaches, but not to have the ability to independently manage challenging behaviours. You will find that different systems and different schools adopt a variety of frameworks and strategies to manage challenging behaviours. In the activity below, you will be introduced to just a few of these that you may encounter on your placement. Engage with the five resources and complete the activity for each one. We will discuss them in the tutorials this week.
Module 6 - supporting students wellbeing and safety
Introduction
How do you feel about your responsibility as a teacher to keep your students safe?
What do you know about child protection and your role as a teacher?
What are your experiences of bullying in a school context? What do you know about anti-bullying strategies?
Maintaining the safety of students is an important aspect of a teachers work. Module Six provides important information around approaches to supporting students safety and wellbeing in primary and secondary schools. Aspects of your responsibilities around child protection are clearly outlined and you are given the opportunity to evaluate a number of approaches to tackling bullying in the school setting.
This module is self-directed. There will be no workshop or tutorial. Instead a drop-in session will be offered to answer any questions about the topic and/or Assessment Two.
Module Six prepares you for Section (c) of Assessment Two: -
QUIZ: You are required to complete a quiz to demonstrate your knowledge of: -
strategies to support students' well-being and safety working within school and/or system, curriculum and legislative requirements.
anti-bullying strategies including how to respond to perpetrators.
Module Objectives
By the end of this module, you will be able to: -
Describe strategies that support students well-being and safety working within school and/or system, curriculum and legislative requirements. (APST 4.4)
Identify some of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT. (APST 4.5)
Make links between professional ethics and responsibilities (APST 7.1) and legislative requirements (APST 7.2) for teachers.
Topic One: Child Protection
Teaching children and young people is a great privilege. Parents and the students themselves, allow us into their lives in a significant way. Of course, with this privilege comes a profound responsibility to protect and respect those in our care. Child protection, in the legal sense, encompasses two aspects: - duty of care and mandatory reporting. The recorded lecture below outlines what these two terms mean in practice and the way in which our ethical and legal responsibilities are intrinsically linked within our role as teacher.
What this means for you as a pre-service teacher
Your obligations as a pre-service teacher are largely covered in the SCU Faculty of Education Code of Conduct (refer to Module One or Professional Experience Student Centre). Additionally, however, before you are allocated a placement, you are required to complete a number of checks and training modules as evidence of your awareness and knowledge of child protection. These checks are: -
The relevant working with children check for your state
A Working with Children Check is an assessment of whether a person poses an unacceptable risk to children in Australia. As part of the process the screening unit will look at criminal history, child protection information and other information. The Working With Children Check (WWCC) is legislated by each state and territory for the purpose of conducting background checks for people seeking to engage in child-related work. The check aims to prevent people from working or volunteering with children if records indicate that they may pose an unacceptable risk to children.
Anaphylaxis training
Anaphylaxis is a potentially life threatening, severe allergic reaction and should always be treated as a medical emergency. Adrenaline (epinephrine) is the first line treatment for anaphylaxis. As part of your duty of care to the students you will be working with on your placement, it is a requirement that you successfully complete the Australasian Society of Clinical Immunology and Allergy (ASCIA) Anaphylaxis eTraining (free online module).
Child Protection Awareness Training
As part of your duty of care as mandatory reporters of child abuse, it is a requirement that you successfully complete NSW Department of education Child Protection Awareness Training and Child Protection Training. The training focuses on recognising and responding to suspected risk of harm to children and young people resulting from parent or carer concerns.
COVID-19 Safety Agreement (SCU)
This agreement requires you to read and agree to advice given on reducing the risk of COVID-19 transmission in schools.
Please refer to the Professional Experience Student Centre for details about completing these checks.
Online safety for students
One aspect of duty of care is keeping students safe online. There has been much in the media about the vulnerability of young people in the online environment.
APST 4.5 requires teachers to use ICT safely, responsibly and ethically. Have a look at the website of the national eSafety Commissioner. There are great resources for educators, including a Best Practice Framework for Online Safety Education.
HYPERLINK "https://www.esafety.gov.au/educators"
HYPERLINK "https://www.esafety.gov.au/educators" Education | eSafety Commissioner
HYPERLINK "https://www.esafety.gov.au/educators" Online safety resources and training for teachers, schools and communities
HYPERLINK "https://www.esafety.gov.au/educators" eSafety Commissioner
Activity - Online safety resources
Go to the Primary or Secondary section of the teacher resources.
Choose a resource or lesson plan that you find interesting.
Write a review for it on the Padlet below.
Label your review clearly with a PRIMARY or SECONDARY heading.
Briefly describe the resource and say how you think it would be useful.
You will all have a ready-made list of resources for lesson planning for your placements!
Topic Two Student wellbeing
This topic addresses APST 4.4: Maintain student safety - Describe strategies that support students' wellbeing and safety working within school and/or system, curriculum and legislative requirements.
The Australian Wellbeing Framework explains that, " The wellbeing of children and young people is enhanced and their learning outcomes optimised when they feel connected to others and experience safe and trusting relationships. Students who feel connected, safe and secure are more likely to be active participants in their learning and to achieve better physical, emotional, social and educational outcomes."
Find out more by viewing this clip and exploring the website linked below.
If you plan to teach in a public school in NSW, the NSW Department of Education has its own Wellbeing Framework for schools. You can read about it here.
Activity - Reading: Preventing bullying
Good practice is always led by research. Read this article about eight pieces of research around bullying.
Remember there is no Workshop or tutorial this week. Drop-in sessions will be provided. Times will be negotiated with students in Week Five.
Summary
Engagement in this module has set you up for success in the online quiz for Assessment Two and also for approaching your professional experience placement.
You can describe strategies that support students well-being and safety working within school and/or system, curriculum and legislative requirements, including approaches to the prevention of bullying.
Asse ssme nt 2 Portfolio
EDUC2024 Education & Practice: Ways of Teaching & Learning
Due : Sunday 14th April 2024 11:59pm, week 6
We ighting: 60% (Presentation 50%, Quiz 10%)
Time / Word limit: 7- minute video presentation uploaded to YouTube (unlisted) & quiz. Markers will stop viewing at 7:45
What is the assessment?
The portfolio includes two parts.
The presentation is a 7-minute video uploaded to YouTube. This means you are going to verbally explain a lesson you have planned. This will include justification of choices you have made in relation to pedagogy, differentiation, and Assessment for Learning (AfL) / formative assessment. You must integrate visuals of your lesson plan into your presentation (imagine you are explaining / justifying sections of your lesson plan to your mentor teacher prior to teaching the actual lesson). Your presentation will be supported by relevant images and academic references. Your presentation will demonstrate deep engagement with Module 4 (Assessment and Feedback) and Module 5 (Learning Environments and Behaviour Support).
As part of your portfolio, you are also required to complete a quiz to demonstrate your knowledge of:
strategies to support students well-being and safety working within school and/or system, curriculum and legislative requirements.
anti-bullying strategies in conjunction with managing challenging behaviour including how to respond to perpetrators.
Deep engagement with Module 6 (Supporting Students Wellbeing and Safety) will set you up for success in the quiz. You can engage with Module 6 and complete the quiz at any time during the term. However, the quiz is due (i.e., must be completed) by Sunday, 14th April 2024 11pm, Week 6.
Presentation:
In the 7- minute video presentation you will justify the teaching, differentiation and assessment strategies you have included in your lesson plan, based on a unit of work for a particular year group and teaching area. You must also identify 2 specific diverse learners in your class that you are creating inclusive lessons for (You must choose 2 students from 2 separate diverse learning areas as listed below;
EAL/D students
Aboriginal or Torres Strait Islanders
Students with hearing impairments
GATT
Students with expressive or receptive language disorders
Students with autism
Try to focus on why you made these choices, and how the teaching / differentiation / assessment strategies you selected specifically support the students in your class. Be aware that the focus is on inclusive teaching practices that support all students.
Keep in mind that your marker (and your future mentor) already know what these aspects of your lesson are. Try to avoid spending time in your presentation describing aspects of your lesson planning. In this presentation you need to justify why they are suitable for the content/unit and year group you are teaching.
1996350740499Include credible sources (e.g., AITSL, ACARA, NESA, QCAA, etc.) and/or academic sources (journal article, chapter from a book, etc.) to support all of your claims.
Suggested presentation structure:
Suggested up to 1 minute
1. A title / introduction slide.
2. Lesson background
a. Explanation of selected Outcome (NSW) / Content Descriptor (Australian Curriculum) for
the lesson. You can only realistically teach to one (maybe two) outcomes in a single lesson
be realistic.
b. Explanation of the AITSL standard (Review HYPERLINK "https://www.aitsl.edu.au/standards/graduate"here) you are seeking to address in this lesson.
Select one and explain it clearly in the context of your lesson.
c. An explanation of the Learning Intention (LI) / Success Criteria (SC). These should be clear, in language students can understand, and be challenging, yet achievable. Read HYPERLINK "https://www.aitsl.edu.au/docs/default-source/feedback/aitsl-learning-intentions-and-success-criteria-strategy.pdf?sfvrsn=382dec3c_2"this resource from AISTL for guidance.
d. Prior learning: Briefly summarise the prior learning students have completed that will support them to be successful in this lesson.
Identification of the 2 diverse learners in your class and any other background information on students you think will support your choices.
Suggested 1 -2 minutes
3. A justification (why?) of teaching strategies and resources you included in your lesson plan. This part of the presentation should clearly outline how the teaching strategies you have included in your
lesson plan, create and maintain supportive and safe learning environments to support the students to
be able to participate in the lesson content and achieve learning outcomes successfully.
Suggested 1 -2 minutes
4. A justification (why?) of differentiation strategies you included in your lesson plan. This part of the presentation should clearly outline how the differentiation strategies you have planned would support the students to be able to participate in the lesson content and learning outcomes successfully.
Suggested 1 -2 minutes
5. A justification (why?) of Assessment for Learning (AfL) / formative assessment strategies and planned feedback you included in your lesson plan. This part of the presentation should clearly outline how the AfL / formative assessment strategies would support the students to be able to participate in the lesson content and learning outcomes successfully.
Suggested max. 30 seconds
6. A brief conclusion that brings your presentation together. How would you summarise all of this at the end of a discussion with your mentor teacher?
19963516490597. A reference list that strictly adheres to APA 7th guidelines should be included on the last slide. The time you display the reference list does not count as part of your 7 minute presentation.
You will submit a video with narration using PowerPoint (or similar). You can find instructions here ( HYPERLINK "https://www.youtube.com/watch?v=VWUxQ3S8S_A"https://www. yo utube.co m/watc h? v= VW UxQ3S8S_A). There is plenty of help on YouTube so keep searching if you need more information or other examples.
The slides that are part of your YouTube presentation should not include large chunks of text copied and pasted from other sources. Ideally, slides will contain sections of your lesson plan / key words / phrases / images / bullet points to support the oral presentation. What you say is the most important part of this assessment and your slides are simply there to enhance what you say. Therefore, small sections of your lesson plan / images / quotes / references on slides, with use of animation, can be very effective. Avoid
Death by PowerPoint (useful TED Talk video: https://www. yo utube.co m/wa tc h? v=Iwp i1 Lm6dFo).
The standard university guidelines apply on word limits / time limits. That is +/- 10% is acceptable. Presentations for this assessment can be between 4min 30sec and 5min 30sec without penalty. This must be strictly adhered to for the video presentation (time displaying the reference list is not counted in this time).
The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic and consistent approach to addressing academic integrity across the entire University. For more information see the HYPERLINK "https://www.scu.edu.au/about/academic-portfolio-office-apo/academic-integrity-framework/"SCU Academic Integrity Framework Note: Academic Integrity breaches include: poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information. Note: You are not permitted to use any text generating software, including generative Artificial Intelligence (AI) such as chatbots, to complete this assignment.
How do I include in-text references if Im speaking?
It is very important to include reference to your academic sources when giving an academic presentation. When writing, you would include the in-text reference at the beginning or end of a sentence. For example, According to Smith (2019), literacy is important because or the importance of being literate (Smith,
2019). In an oral presentation, you refer to the authors name in a sentence while you are speaking. You can omit the year as the viewer can access this information later on in your reference list. For example, Smith explains that literacy is important or This idea is supported by Smith. Ensure it sounds natural in
the sentence when you speak. To emphasise the verbal reference, you can also include it in written form on the slide you are talking about (i.e., authors name and year of publication in APA 7th), this is very helpful for the viewer / your marker.
How do I know what Im being marked on?
Read the rubric before you start the assessment, while you complete it, and again before submission. You can find this in Assessment Tasks and Submissions > Assessment 2 > Rubric on MySCU.
How do I submit the presentation?
Your recorded presentation will be uploaded to YouTube (unlisted) and the URL and QR Code will be included at the top of the Assessment 2 Template document, with your transcript and reference list, for marking in Turnitin.
So, when you are ready, submit your assessment using the Assessment 2 Template via the Turnitin link available at the bottom of the Assessment Tasks and Submissions > Assessment 2: Project > Submit here.
You will need to include your transcript as part of your submission. The transcript itself will not be marked. However, it must be provided so your presentation can be checked for plagiarism / Academic Integrity in TurnItIn. Your presentation will not be marked if a transcript is not provided. Not providing a transcript may result in you receiving a late penalty or a fail grade for this assessment. Some students like to prepare a script in advance to edit, refine, and practice with before they record. Others make use of online software to generate a transcript from their Mp4 recording.
Ensure that your video presentation is ready to be viewed prior to submission (e.g., give a friend the link and see if they can watch it). Please note, if the marker cannot view your video presentation, you may receive a late penalty or a fail grade for this assessment (i.e. if you set it to private instead of unlisted in YouTube, or share it via another program that is not compatible).
As of 27 February 2023, Turnitin will no longer generate an automatic email receipt. If you have
successfully uploaded your assessment, a green bar will appear at the top of the screen that says Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt and store this with your assessment file.
Quiz
The online quiz is part of your Portfolio. You can work through Module 6 and complete the quiz at any time during the term. The quiz assesses your understanding of Module 6 content, including:
strategies to support students' well-being and safety working within school and/or system curriculum
and legislative requirements.
anti-bullying strategies in conjunction with managing challenging behaviour, including how to respond to perpetrators.
The quiz has 10 questions and will take approximately 15 minutes to complete. You have two attempts to achieve a minimum of 5 out of 10. The quiz is available via Assessment Tasks & Submissions > Assessment 2: Portfolio > Assessment 2 Quiz: Module 6.
I still have questions
Ask questions about the assessment in the weekly workshop or post questions to the discussion board I
have a question about assessment 2 for the Unit Assessor to answer.
Checklist before submission:
o Read the rubric
o Assessment ready to submit as a single document using the assessment 2 template provided.
o URL link and QR Code for the presentation included at top of document (YouTube Unlisted).
o Transcript included in document (not marked, your presentation is your assessment).
o Reference list that strictly adheres to APA 7th guidelines on the last slide of your presentation and
included in the template e.g., alphabetical, hanging indent, etc.
o Read the rubric again
o Ensure you have completed the Quiz before the end of week 6.
Year 8 stage 4 PDHPE. Please include credible sources such as NASA,NSW syllabus, ACARA and aitsl Standards. Make sure that the things that are sent are backed up with evidence. Please make sure the presentation is of high quality work. I am giving a presentation with limited writing on the slides as it is meant to be fun and engaging. The transcript can be on a different document.
