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Assessment and Reporting (Assignment, Part a & b)
Transcript of Assessment and Reporting (Assignment, Part a & b)
'Language Strand: Students develop an increasingly sophisticated understanding about grammar and language features and are increasingly able to articulate these understandings.
Literature Strand: Students encounter denser and more finely structured literary texts and have more extensive discussions about them. They explore different forms of literary texts such as narrative, poetry, prose, plays and film in more depth. They use these understandings to inform the development of their own texts.
Literacy Strand: Students explore the narrative, expository and persuasive potential of written and spoken language for different purposes. They learn to produce texts for a greater range of audiences and analyse the differences between types of texts, purpose and audience.' VELS standards: The sample of student’s work provided shows how a student has attempted “procedural writing”. The start of the writing is good as it shows the background information related to the writing. This shows that a student knows how to attempt a procedural writing and what are the steps followed in this specific writing style. The student has nicely indicated the things needed for ‘tooth brush’ along with the detailed description of the steps to be followed. The conclusion also spotlights that a student has an understanding how to conclude the topic. The most important thing is seperating each part of writing by giving a heading or starting in a separate paragraph. The mentioned criteria according to VELS and The Australian National Curriculum, 2012 for the student of grade 5-6 shows that by this stage they should be able to spell the basic words correctly and along with that the grammar, punctuation and writing strategies should be at least polished enough so that they deliver the exact message to their audience. Another factor indicated is on ‘proof reading’, this shows that a student of grade 6 should be conscious enough that before submitting his/her work he/she looks at the context to see if there are any errors and the specific context makes some sense to the reader or not. The student’s strength in the written piece is:
The start of the writing to connect with the audience is quite good
•Good use of vocabulary
•Appropriate ending and starting of sentence
•Use of time words for example ‘first’
•Ending and starting of the sentence is also appropriate
•Has a grip on the text
•Organisation of the data is appropriate
Logical connection between the activities of procedure.
Use of Capital letter and full stops for the beginning and the ending of the sentence. •Few Spelling mistakes (frist, propyl,...)
•Few grammar concerns
•Written expression needs proper separate headings
•Few sentence structures also need to be clarified and should make some sense.
•Proof Reading before submitting the work. For spellings the student should be encouraged to refer to dictionary in the time of need and also for the students who are weak in literacy should adopt the practice of referring to the dictionary once a day and randomly look for the words, their meanings and spelling. This will enhance the student’s vocabulary. A list of 'thousand frequency words' can also be helpful. STRATEGIES For grammar the student can be asked to exercise the grammar techniques on a regular basis. This can be done in the form of a worksheet or online activity. The following websites will be helpful:
http://theteacherscafe.com/Grammar/Grammar_Games.php online resources
http://www.learnenglishfeelgood.com/esl-printables-worksheets.html Sentence structure: The sentence structure also needs to be mastered by practicing a lot on the grammar. The concept of noun, verb and helping words along with their use should always be focused. The students should make a habit of proof reading after they have written anything. Going through the work over and over again makes them understand the meaning of the text they have written. In everyday reading they can be asked to find nouns, verbs,..... in their books. students can be encouraged to refer to thesaurus for increased vocabulary database. Sentence Structure Students should be encouraged to write heading in a different colour or at least underlined so that it can be separated from the other text. It gives a good impression to the audience and make it easily understanbale. Headings
•Reading newspaper on regular basis help the students to enrich their vocabulary, this will help them to gain knowledge when they are required to attempt a particular task and focus on spellings as well
•Watching English programs enhance student’s oral/ reading skills. This can be a step forward to get hold on the vocabulary.
•Everyday reading tasks as ‘readers log’ along with the activity from that particular book for example, ‘the favourite part of the story’, ‘descriptive note on any character of the story’, ‘the lesson learned from the story’, ‘choosing word from the story and finding synonyms and antonyms of the words’, etc.
•Have a discussion in the class about the writing task to be given. Brainstorming the students about the task help them to get an outline what and how to write.
•Key points to be covered must be prompted as dot points written on the white board.
•During all times in the literacy classes the reminding of the grammar techniques and punctuation may have a positive impact on the students.
•There are many display charts available which show grammar use, use of punctuation, sentence structure and spelling techniques. The continuous recall of these topics can also keep the students remembering how to attempt the writing tasks and follow its features.
Emphasize on a habit of proof reading. The main features to be worked on the student’s work are spellings, grammar and somewhere sentence structure. According to Victorian Essential Learning Standards (VELS) the student at level 4 (grade5/6):
“They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. They use a range of approaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns. They employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading.” Comments on student work: Comments Continued ...... Student's strength Student's weaknesses and Further Requirements: Grammar: Spellings Assessment and reporting: "In assessment there should be a balance of attention to the three strands and tasks that focus on:
• speaking, listening to, reading and writing texts for different purposes and audiences
• reading, writing, creating and revising texts in print and digital forms
• accuracy, fluency, confidence, meaningfulness, purposefulness, persuasiveness, analysis and artfulness, imagination, and originality
• knowledge about the various levels of language use (word, sentence and text), and how some choices influence interpretation, emotional and critical response, and purpose." Scaffolding Techniques: Brady, L & Kennedy, K (2012). Celebrating Student Achievement: Assessment and Reporting. 4th Edition. Pearson Education: Frenchs Forest, NSW.
Victorian Curriculum And Assessment Authority. (n.d). Victorial Essential Learning Standard. Retrieved July 20, 2012. From http://vels.vcaa.vic.edu.au
The Australian National Curriculum. (2011). Australian Curriculum, Assessment and Reprting Authority . Retrieved July 25, 2012.
Robbins, D. (Producer). (2012). Assessment and Reporting [podcast]. Retrieved from: https://online.cdu.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_4_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_21611_1%26url%3D
Marzano. R & Pickering, D et al (1997). Dimensions of Learning: Teacher's Manual. (2nd edition). Aurora: Mcrel References: The National Curriculum A learning management plan (LMP) would be of greater help to start with the students as it provides you with the backgroung knowledge of the student and working towards the future goals. It comprehends the student's existing knowledge alon with the one to be learnt and with the help of effective feedback provides the result what has the student achieved. Part b (A1) After the assignment and reading the contents of the unit I have understood that assessment plays an important role in the student's learning and future planning for them. If the students have undergone a valid assessment and fulfilled the criteria it makes the job of a teacher very easy to construct further pedagogies.
The sample which I worked on was on procedural writing. The way a student has attempted it is quite nice but the few basic mistakes are there. I would like to elaborate that the foundation knowledge of the students matter alot. If the base is strong the building of further activities is easy to be constructed but if a student lacks those skills there will always be a deficiency in the work which is going to have adverse affect on the student's learning.
In literacy there are special considerations given to reading and writing. There are some ettiquettes of different styles of writing which need to be fulfilled. In order to master that specific style a student needs to follow the steps, headings, sub headings, grammar and punctuation to produce an accurate literature.
In the assessment process not only the student and a teacher is involved but the parents has an equal right to know about the students and his/her progress. It is better to talk in a constructive approach rather then a destructive approach. It is always better to built your rapport with the parents first. Listen to them and then convey your message appropriately. The discussion on student's achievement and future strategies can be discussed with the parents and in few cases they can be involved in the planning of their child. A teacher should keep a record of his/her students all the time as it can come into discussion anytime. I will be doing my placement in a a public school where there are a lot of migrant students and also students with disadvantaged background or low socio economic status. These students are really low in basic English reading and writing. I will be working with grade 1/2.
I would like to know how to build student's vocabulory rapidly. In the higher classes of primary (grade 5 and 6), it is crucial that the students should know their basics of English writing as their further skills of literacy depends on their existing skills. This also needs a valid and appropriate assessment to monitor progress. I need to plan an exercise related to vocabulory building and an authentic assessment to chect the validity of my 'vocabulory lesson plan'.
The other major area of consideration is 'spellings', as these students lack the basic literacy skills so they have to struggle with all the areas related to literacy. I want an effective teaching strategy which can help to build their strategies to spell the words. The continuous exercise along with the formative and sumative assessment can help me check their progress and formulate future planning.
As a teacher, mother and a student I believe in a strong literacy skills as it is the base for future not only in English itself but also Maths, Science, Humanities and other technical subjects. In a country like Australia and many other countries where English is the first language to be spoken, the basics has to be polished and reformed. Two questions for future or further enquiry General summary