Recount writing
CONTEXT
- The teacher education student is in the second year of a Bachelor of Education degree.
- The teacher education student is completing her first teaching placement.
- The school is a large school in a semi-rural region.
- This lesson focuses on recount writing on the topic of the First Fleet.
- The students complete a quiz to assess their learning of various recount writing skills, following by a self-assessment.
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches, to assess student learning.
EVIDENCE ANNOTATION
The teacher education student demonstrates 5.1.1 ‘Graduate achieved’ through:
- Designing and delivering a variety of formative assessment activities (an interactive quiz and a student self-assessment of learning progress) to monitor student learning, based on specific assessment criteria.
- Linking the assessment activities explicitly to the skills students have already covered (the recount writing spider diagram on the whiteboard).
- Providing clear feedback on the quiz that links back to the recount writing skills on the whiteboard.
- Encouraging students to reflect on their own progress towards the different aspects of recount writing through the self-assessment activity.
G: The goal for this teacher education student is 5.1.1.
R: The teacher education student has achieved 5.1.1 at graduate level.
O: What specific mentoring strategies could you employ with this teacher education student to help her move towards ‘Graduate exceeds’ for 5.1.1?
W: What is the next step you would negotiate as a goal for this teacher education student? What will you do as a Mentor to help her achieve this goal?
G: To demonstrate understanding of assessment strategies, including informal and formal diagnostic, formative and summative approaches to assess student learning and to move up on the 5.1.1 graduate continuum.
R: Which level of the graduate continuum are you currently at for 5.1.1? Refer to recent feedback you have received.
O: What specific actions could you take to improve your understanding and use of assessment strategies to assess student learning?
- Could you design and trial diagnostic assessments to inform your understanding of students’ learning?
- Could you design and trial formative assessments such as quizzes, informal tasks or observations to monitor student learning?
- Could you design and trial self- or peer assessments to help students reflect on their progress?
- Could you contribute to the design of summative assessment tasks to assess student learning at the end of a unit of study?
- Could you consult anyone at your school for advice on assessment design?
W: What is your next step in improving your understanding and use of assessment strategies to assess student learning? Try to formulate a specific goal.