Assignment One Assessing students work.

Description: This assignment requires learners to analyse a sample of student's work for the
purpose of feedback and informing the learning and teaching cycle. The assignment has a further
reflective section that requires course participants to reflect on theory and practice by posing
several questions that will guide their future reading, research and practice.
Novice

Competent

Proficient

A thorough examination
Key elements of student
of student strengths and
Most key elements of
work are assessed and
areas of need is evident.
strengths and areas of
strengths and areas of need Use of range of
Analysis of student need are identified. Use of are clearly identified. Links assessment tools and with
work
curriculum or other
to appropriate curriculum or clear and obvious links to
assessment tools are
assessment tools are present, the curriculum is present.
present.
and some justification of
Demonstrates a clear
choices are described.
understanding of the
student achievement.

Strategies for
teaching and
learning

Establishes a clear
learning sequence which
Develops learning strategies recognises all areas of
Logically suggests a range
and discusses teaching
strength and weakness.
of strategies and teaching
resources, with clear effort Clearly provides a range
resources with some
to support suggestions with of materials that support
reference to curriculum.
research.
and justify learning and
teaching choices with
reference to research.

Demonstrates limited
Demonstrates a high level
reflection or depth of
of research and wide
Clearly makes links between
research and reflection of
reading that informs
theory and practice.
the role of assessment and
thinking, reflection and
reporting in learning and
practice.
teaching.
High level of presentation
and application to task
Task presentation:
that clearly demonstrates
Setting out,
Provides a context and
a high level of
grammar,
discussion of assessment
understanding of all
punctuation,
Logical and clear.
and reporting. Well set out elements of assessment
cohesion and
and creates an opportunity and reporting in
readability,
to engage the reader.
educational contexts.
referencing
Informative, creative and
highly engaging.
Reflection
Summary and
Questions

ETP210 Assignment 1 Feedback:

Part A
Yes, this is a thorough analysis of the student work and you made many valid
comments about assessing the student sample and included ideas for future
teaching to fill the gaps. The list below may give you some more ideas about
assessing your chosen sample of student work and teaching to fill the gaps.

Part B
Although brief, you made some valid points in your reflection, which includes some
good ideas for future questions.
And yes, assessment is an important part of learning and the curriculum gives you
an indication of what you should be teaching and what the students should be
learning in each year level. It is also important that you develop an understanding
that a balanced assessment approach including diverse forms of formative and
summative assessment. See the videos at the end of Module 6.
Very good work!
Quinnell

Grade: P

Lecturer: L M

Assessing sample Mental maths year 4 according to Australian

Curriculum Mathematics Year 3, 4 -Some tips.
See
http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F10
Note that some of the answers marked correct are in fact incorrect.
Outcome Year 4
Mathematics

Discussion

ACMNA073

There is evidence of use of place value to at least tens of thousands.

ACMNA075/076

There is very limited evidence of recall of multiplication and division fa

use of other multiplication and division strategies.

ACMNA077/079

There is no evidence of correct equivalent fractions,

There is some evidence of use of place value in tenths and hundredth
but no evidence of correct conversion between fractions and decimals

ACMMG082

There is some evidence of questions which require the solution of wor

forming and solving number sentences involving multiplication or divi

ACMMG086

There is evidence of use of am and pm notation to solve simple time p

(You can also go back and comment on students knowledge of
year 3 outcomes.)

In terms of the General Capabilities in the Australian Curriculum, this sample

addresses the numeracy capability with limited evidence of literacy capabilities
(reading, writing, use of numbers).
Future need for teaching and learning about:
-

Practice with addition, subtraction, multiplication and division of numbers

especially decimal numbers (outcomes from lower levels)
Conversion between equivalent fractions (ACMNA077)
Conversion between fractions and decimals (ACMNA079)
problems which require the solution of simple word problems by forming and
solving number sentences involving multiplication or division (ACMMG086)
The following can be left for higher levels:
Conversion of units in measurement (outcomes from other levels e. g.
ACMMG136 from year 6)
Rounding of numbers (outcomes from other levels e.g. ACMNA099 from year
5)

Other possible questions of mentor teacher can include questions about the
advantages/disadvantages of testing such as Naplan testing, the diverse means
that the mentor teacher uses for assessing students, and means of organizing and
reporting on assessment.