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Standard 5 Assessment Presentation
- 1. Assessment Image 1 Traffic Lights Self-assessment Maths At the end of several lessons, student would mark a colour in their workbook to indicate their level of understanding of the concepts covered in that session: Green – feeling confident Yellow – unsure Red – need help
- 2. Assessment Image 2 Book Review rubric (Student Version) English Students were given this rubric to help them understand the requirements of the Book Review task.
- 3. Assessment Image 3 Book Review rubric (Teacher’s version) English I created this rubric to guide my marking of students’ work samples, according to specific criteria. Novel Study – The Iron Man Summative Assessment Rubric – Book Review Australian Curriculum links: Literature · Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) · Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605) Literacy · Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) · Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) · Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694) · Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) · Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696) NOVEL STUDY Below Level At Level Above Level Title and Author Missing either title or author Title and author both presented Both title and author presented exactly as on novel cover Plot Limited description of the main events of the novel. Satisfactory description of the plot. Good attempt to sequence events. Good description of the plot. Well-developed sequence of main events. Characterisation Some characters or character descriptions missing. Identifies most main characters of the novel, providing descriptions. Identifies the main characters of the novel, providing well-detailed descriptions. Setting Limited description of the setting of the novel. Uses some descriptive language to explain the setting of the novel. Uses descriptive language to effectively explain the setting of the novel. Response to text Limited description of a favourite part of the book. Limited or absent reasoning for the star rating provided. Good description of a favourite part of the book. Provides reasoning for the star rating given. Detailed description of a favourite part of the book. Provides good reasoning for the star rating given. Presentation Poor presentation. Several spelling and punctuation errors present. Satisfactory presentation. Some spelling and punctuation errors present. High standard of presentation. Few or none spelling and punctuation errors present. Planning Limited planning evident for book review. Satisfactory planning evident to prepare for book review. Detailed planning evident to prepare for book review.
- 4. Assessment Image 4 Poetry Formative Assessment Checklist English As I marked students’ writing, I would record their progress on a checklist to monitor their achievement over time. Formative!Assessment!Checklist:!Poetry! ! ! Content&descriptions&(Australian&Curriculum):! Plan,!draft!and!publish!imaginative,!informative!and!persuasive!texts!containing!key!information!and!supporting! details!for!a!widening!range!of!audiences,!demonstrating!increasing!control!over!text!structures!and!language! features!(ACELY1694)! Reread!and!edit!for!meaning!by!adding,!deleting!or!moving!words!or!word!groups!to!improve!content!and!structure! (ACELY1695)! Student!Name! Task!1! Task!2! Task!3! Task!4! Comments! Luke! !! !!Tanka! !!!!!! "! ! Taoson! !! " !Tanka! ""!!! ""! ! Shannon! !! !!Tanka! ! ! ! Blake! !! " !Haiku! "! "! ! Angelique! !! !!Tanka! !! "! ! Natasha! !! !!1!line! "!!!! !! ! Ashley! "! " !Tanka! "! ! ! Lachlan! "! !!Haiku! !! !! ! Evie! "! " !Tanka! "! ""! ! Izaria! "! !!Tanka! "! "! ! Jordie! "! !!Tanka! "! "! ! Madison! "! !!Tanka! "! !! ! Liv! "! Absent! "! Absent! ! Piper! "! !!Tanka! "! "! ! !! Christian! !! !!Haiku! ! ! ! Marcus! !! !!Tanka! "!!!!!! ! ! Lauren! "! !!Tanka! ! ! ! ! Noah! !! !!Tanka! "! !"!!! ! Mitchell! !! !!Title! "! ! ! Paris! !! !!2!line! "!!!!!! ! ! Gabby! !! " !Tanka! !!!!! "! ! Ellen! !! " !Tanka! "! "! ! Charlie! !! " !Tanka! "! "! ! Josh! !! " !Tanka! "! "! ! ! Key:!!!!!!!!!!!!!Developing!!!!!!!"!!!!!Demonstrated!!!!!!""!!!!!!High!achievement! Class:!! Year!4,!LA16! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! v ! ! ! !
- 5. Assessment Image 5 2D Shapes Concept Map Maths Diagnostic#Assessment#–#Prior#Knowledge## # # # # # # # # # # 15/5/2014# ! Class#Brainstorm#–#What#we#know#about#2D#shapes 2D#shapes#we#know: • Square • Circle • Triangle • Rectangle • Octagon## (8#sides) • Hexagon## (6#sides) • Pentagon## (5#sides) • Heart • SemiEcircle Faces Flat#like#paper## (not#like#3D#shapes) # ! 2D#Shapes# D#stands#for# ‘dimensional’ I created this concept map based on a whole class brainstorm to identify student prior knowledge at the start of the 2D Shapes topic. I showed students this concept map at the end of the topic to demonstrate the learning process.
- 6. Assessment Image 6 Observation Grid Used for various learning areas !! Formative!Assessment! ! Class:!!! ! ! Focus:!! ! ! ! ! ! !!! !!!!!!!Date:!! Name! ! ! Comments:!! Name! Name! Name! Name! Name! Name! ! Name! Name! Name! Name! Name! Name! Name! Name! Name! Name! Name! Name! ! Name! Name! Name! Name! Name! Name! Name! Name! Name! ! Name! ! Name! I use this grid to record notes when observing students engaging in activities in the classroom. I often use this grid to also record notes when marking students’ work samples.
- 7. Assessment Image 7 Exit Slip Self-assessment I like to use this strategy on a Friday afternoon, to encourage students to reflect on their learning over the week. 3"things"I"learnt"this"week…" 3" 2"things"I"found"interesting…" 2" 1"question"I"have…" 1" " " " " " " 3" 3"things"I"learnt"this"week…"