information that explains the why and how I went about planning and creating my assessment for ensuring student success.

1. Amy De Martin – S0120260

2. Dimension 4 process
• For this assessment the investigation CRP from DoL in Dimension 4 and the
graphic organiser designed for this CRP will be used.
• The definition of Investigation as explained by Marzano and Pickering (1997) is
―identifying and resolving issues about which there are confusions or
contradictions‖. (p.191)
• This assessment will answer the question of: Does peer and/or self-assessment
contribute to ensuring student success?
• It will be answered with the use of the dimension 4 investigation graphic
organiser, incorporating research conducted by professionals within the
Education field or by organisations – government or private.
• Included will be research done at a school, where personal involvement in
teaching robotics has allowed for a study – starting in week one (1) of term four
(4), until the submission of this assessment. What is learnt/discovered and what
was found to confuse the students will be listed. A video with the
Principle/Teacher from this class and a student from the class, both answering
the above question in relation to their experiences with and knowledge of peer
and self-assessment will be made available.

3. Graphic Organiser for Investigation
• The following slide will show
the use of the graphic
organiser for investigation
being utilised for the planning
of this assessment.
• Each area within the graphic
organiser will be filled in with
the information that will be
utilised in the assessment with
the concept of each cell being
made into an individual or
series of slides.
Image sourced from:
http://www.pgcps.pg.k12.md.us/~elc/dolgraphicorg29.html
• The investigation graphic organiser will also be used again within itself for the
information found and recorded from the investigation research of the year 7
Cordalba State School robotics class in relation to the question of Does peer
and/or self-assessment contribute to ensuring student success.

4. Graphic Organiser for Investigation
Concept/Scenario:
Original topic -
Peer and self-assessment—how can they contribute to success?
Reworded question for assessment -
Does peer and/or self-assessment contribute to ensuring student success?
Known or Agreed Upon (positive) Confusions or Contradictions
(negative)
The Power of Feedback research from Education Queensland.
Assessing Learning in Australian Universities from AUTC.
A Briefing on Self, Peer and Group Assessment from ITSN.
Other research/information from reliable sources
Investigation GO with research from the Cordalba State School year 7 robotics class
taught by myself. Included the video of Mr Parson and Mitchell Parson – may be
used for both columns depending of answers given. Permission given by Mr Parson
for his son to be videoed and used in this assessment.
Resolution
In conclusion from the information/research listed above it can/cannot be stated that
peer and self-assessment does contribute to ensuring student success. Using a
quote from the paper Student assessment regimes from QSA.

5. Investigation of Year 7 Robotics
Class
 These slides contain information collected
from observations and questioning of
students.

6. Investigation – Known research
 These slides exclusively contain quotes from
reliable sources showing the aspects of both
positive and negative inofrmation of peer and
self-assessment and its’ contribution to ensuring
student success.

7. References
Marzano, R.J. & Pickering, D (1997). Dimensions of learning: Teachers' Manual
(2nd). Alexandria, Virginia, USA: Association for Supervision and
Curriculum Development.