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BED200Assignment2:ActionResearchProject(50%)Due:26October2016,17:00|3000words|submitviatheLMS|submitallrequiredappendices
Partone(tobecompletedbystudent)Name:JemmaCoxStudentNo32561204E-mailaddress:Jemma_cox@hotmail.com
Tutor’sName:Alison
ExceptwhereIhaveindicated,theworkIamsubmittinginthisassignmentismyownworkandhasnotbeensubmittedpreviouslyforassessment.IalsodeclarethatIhavekeptahardcopyofthisassignment.
Signed:JemmaCoxDate:1/11/16
Parttwo(tobecompletedbymarker)Section Possible
MarksActualMarks
Comments
1.Actionresearchquestion(wordcountN/A)
1
2.Reviewoftherelated
literature(approx.900words)
10
3.Datacollectionandanalysis(approx.700words)
8
4.Presentandshareyourdata(wordcountN/A)
5
5.Descriptionofwhatyou
learnedfromyourproject(approx.700words)
10
6.Recommendationsfor
personalchange(wordcount–400words)
5
7.Recommendationsforthe
nextactionresearchcycle
relatedtothistopic(wordcount–300words)
4
8.Appendices(wordcount–N/A)
4
Generalgoodquality(sentence
structure,grammar,
punctuation,headingsand
subheadings,formatting,etc.)
3
Total
50
GeneralComments:
Tutor:_______________________________Date:________________________
BED200-Assignment2 JemmaCox(32561204)
BED200
AssignmentTwo
ByJemmaCox
Due:26thOctober2016
BED200-Assignment2 JemmaCox(32561204)
ActionResearchProject
ByJemmaCox
ActionResearchQuestion
“Howwouldayear1criterion-referencedwritingassessmentbefairforall
students?”
ReviewoftheRelatedLiterature
Assessmentisanimportantpartofeducationasitinformsthequalityofteaching
andallowsteacherstomakejudgmentsonstudentdevelopment.Criterion-
referencedassessmentisanexampleassessmentpracticeusedtoinform
effectiveteachingandlearning.Acriterion-referencedassessmentisaformof
standardisedtestingusedtoassistteachersindeterminingwhetherstudentsare
meetingthecriteriaofpre-establishedlearningoutcomes(Clifford,2016).Itisa
commonpracticebyteacherstoimplementcriterion-referencedassessments
usingapassorfailapproach,orformalassessmentssuchasrubricsand
checklists(Tay&Lim,2011).Whilstthistypeofassessmentisusedinvarious
subjectareasofthecurriculum,itisnotuncommonforcriterion-referenced
assessmentstobeusedwhenevaluatingstudentwriting(Freiberg,2008).As
accordingtoSaunders(2016),theprocessofassessingstudentwritingagainsta
setofcriteriacanbedoneinthreestages.Firstly,criterion-referenced
BED200-Assignment2 JemmaCox(32561204)
assessmentscaninitiallytakeplaceatthebeginningofanewyear,semesteror
term.Thereasoningbehindthispre-testingapproachistomakejudgementson
whetherstudentsareaboveorbelowparticularstandards,whethertheyneedto
beallocatedwithinspecialprogramsandtoinformfuturelessonplanning.Using
anewstudentasanexample,theteachercanassessthestudent’swriting(such
astheirspelling)todeterminewheretheyareincorrelationwiththestandards
oftheiryearlevel(suchassessmentsincludeconductingaSchonellspellingtest
andcomparingittothefirststepswritingmapofdevelopment).Thesecond
phase,inwhichteacherscanusecriterion-referencedassessments,isduring
teaching.Thisprocessissignificantlyimportantinordertomonitorstudents’
learning,providefeedbackandinformthemodificationofinstruction.Lastly,
criterion-referencedassessmentsarealsocommonlyusedasaformof
summativeassessment.Thisiswhentheextentofstudentslearningis
determinedthroughmeanssuchastestsorassignments.Furthermore,byusing
acriterion-referencedassessment,teachersareabletoinvestigatewhether
studentshavemetaparticularsetofstandards,andwhetherteachingneedsto
bemodifiedtosupporttheirlearning.
Thereisplentyofevidencetosupporttheuseofeffectivecriterion-referenced
assessment.Andrade(2007)conductedaresearchprojecttodiscoverstudents’
responsesaboutacriterion-referencedself-assessment.Duringthisproject,
focusgroups(ofthesamegenderandsize)participatedinaneducational
psychologycoursethatrequiredthemtouseself-assessment,linkedtoasetof
criteria,onaregularbasis.Attheconclusionoftheassessment,thestudents
weretheninterviewedonhowtheythoughtthetypeofassessmentimpactedon
BED200-Assignment2 JemmaCox(32561204)
theirlearning.Itwasfoundthatmanyofthestudentsbenefitedfromhavea
criterion-referenceself-assessment,asitallowedthemtoclearlyunderstand
whatwasexpectedofthem.Asidefromthisinvestigation,(Saunders,2016)
outlinedhowcriterion-referencedassessmentscanalsoassistinreportingto
parents,makingcriticaldecisionsaboutstudentability,andimprovingteaching
andlearning.Toexpand,usingthistypeofstandardisedassessmentcanallow
teacherstoreporttoparentsandprovidethemwithevidenceonhowtheirchild
isdeveloping.Italsodetermineswhetherornotstudentsneedtobe
administeredintospecialprograms,andwhetherimprovementsareneededin
thewaystudentsarebeingtaught.Althoughthesepointssupporttheuseof
criterion-referencedassessment,thereisalsoevidencetocontrastits
effectiveness.Forexample,ananalysisofacriterion-referencedassessment
projectbyJewels,FordandJones(2007),recognisedhowtherearevariousflaws
inthissortofassessment.Intheirstudies,theyinvestigatedhowacriterion-
referencedassessmentwouldbenefitthegradesofuniversitystudents,however
theresultswereoppositetowhattheywereexpecting.Itwasunderstoodthat
thestudents“wereconfusedaboutthecriteria,felttheircreativitywasstifled,
andstafffeltthestandardshaddropped”(Jewels,Ford&Jones2007).
Inordertoprovetheseconceptionswrong,therearevariousthingsinwhichI
cando.Thefirstpointismakingsurethecriterion-referencedassessmentis
goingtobefairforallstudents.Byensuringitsfairness,itwillavoidmaking
studentsfeellessanxiousandwillguaranteeareliablesetofinformation.Within
thisactionresearchproject,Iwillbeinvestigatinghowtomakeacriterion-
referencedassessmentfair,inordertomakefutureassessmentsmoreeffective.
BED200-Assignment2 JemmaCox(32561204)
Thiswillbeachievedbyassessingstudentswritingagainstananalyticrubric.By
usingarubric,itwillrecognisewhetherstudents’workisbeingassessedequally
andwithoutsubjectivity.Thesecondpointismakingsurethecriteria,inwhichI
amassessing,isrelevantforthetaskandtheyearlevel.Thiswillinformthe
communicationtostudents,sothattheyclearlyunderstandwhatisexpectedof
them.Inaddition,itwillalsoensurethatstudentsarebeingmarkedagainstan
appropriatesetofstandards,suchasthestandardsdevelopedbytheAustralian
curriculum.Tounderstandhowthiswillbeachievedduringtheactionresearch
project,theanalyticrubricwillbeclearlyalignedwiththeyearonewriting
standardsforanarrativerecount,howeveritwillalsoencouragetheuseof
multimodaltexts(drawings).
DataCollectionandAnalysis
Inordertoanswertheactionresearchquestion,datawascollectedusinga
summativeassessmentmethod.Duringtheactionresearchproject,students
werereadthebook“BlossomPossum”(appendix1),andwerethenrequiredto
retellthestoryintheirownwords.Studentsweregivenasmuchtimeasthey
wantedtofinishtheirwriting,untilitwasmarkedagainstarubric.Therubric
(appendix2and3)wasdevelopedincorrelationwiththeachievement
standardsforayearonenarrativerecount.Thisenabledfortheprocessof
makingassumptionsoneachindividualstudent’sability.Overall,therubric
representedasummativeassessmentstrategydesignedtocollectquantitative
data.
BED200-Assignment2 JemmaCox(32561204)
Thedatacollectioninstrumentusedwasthatofananalyticrubric.Usingarubric
wasaneffectivetoolthatalignedwithacriterion-referencedassessment,and
assistedinansweringtheactionresearchquestion.Usingtherubricalsoimplied
whetherstudentsaremeetingtheexpectedcriteriaofyear1.Forexample,the
sectionintherubricthatstates“useofcorrectspelling,grammarand
punctuation”outlinedtheproductiveachievementstandardof“accurately
spellinghigh-frequencywordsandwordswithregularspellingpatterns”aswell
as“usingcapitallettersandfullstopsandformingallupper-andlower-case
letterscorrectly”.Asidefromensuringthedatacollectionmethodalignedwitha
criterion-referencedassessment,itwasalsoimportantthatitwasfairforall
students.Thiswasparticularlydifficulttoguarantee,howeveritwasfairinthe
sensethatallstudentshadtheopportunitytosucceed(bygivingthemasmuch
timeastheyneededtocompletetheactivity).Inaddition,itwasalsoimportant
thattherubricalignedwiththeiryearlevel.Becauseofthis,therubricwas
developedinalignmentwiththeexcellent,high,satisfactoryandlimited
achievementstandardsforayear1narrativerecount(appendix4).
Asdiscussedearlier,theanalyticrubricwascreatedinalignmentwiththe
achievementstandardsofayear1narrativerecount.Thisdatacollectiontool
wasdesignedtoassessvariousaspectsofwritingsuchasgrammar,spellingand
punctuation.Beforeconductingtheactionresearchproject,theachievement
standardswerecarefullyconsideredinordertomaketherubricrelevantand
reliable.Forexample,thelimitedachievementcolumnontherubricwas
specificallydevelopedincorrelationwiththelimitedachievementexample“Frits
theFrog”fromtheAustraliancurriculum(SchoolCurriculumandStandards
BED200-Assignment2 JemmaCox(32561204)
Authority,2016).Indoingso,itinformedwhatstandardstudentswereachieving
atincomparisonwiththestandardssetbytheAustraliancurriculum.In
completionofthetask,students’workwasmarkedandassessedagainstthe
rubric.Duringtheprocessofassessingstudents’work,therowheadingsofthe
rubricwereusedtosectionthemarkingprocess.Forexample,withtherow
heading“providesideasaboutideasorevents”,theworkofbothstudentswas
markedbeforemovingontothenextrowheading.Thisensuredthatboth
studentswerereceivingfairandjustifiableresults.
Toanalysethedata,thetechniqueusedwasthatofdescriptivestatistics
(Saunders,2016).Usingaregularbargraphtopresentstudents’results,each
sectionoftherubricwasorganisedontothegraphusingthenameofthestudent
forthehorizontalaxesandthelevelofachievementfortheverticalaxes(thiscan
beviewedinpresentationofresults).Oncestudents’resultswerepresentedin
aneasilyunderstoodmanner,thedatawasthendispersedtodisplaythe
studentsoverallmark.Thiswasdonebycalculatingtherangeofeachstudent’s
scores(bysubtractingthelowestscoresfromthehighestscore)andthen
displayingitonanotherbargraph.Thiscondensedthestudents’scoresand
allowedforeasycomparisonagainsttheachievementstandardsofthe
Australiancurriculum.Byorganisingthedatainbothabroadandcondensed
manner,itallowssearchingforinformationtobeaneasyprocess,andeffectively
informswherestudentsareintermsoftheachievementstandardsofyear1.
BED200-Assignment2 JemmaCox(32561204)
Presentationofresults
0
0.5
1
1.5
2
2.5
Xavier Ngatama
Detailsonideas/events
Spelling,grammarandpunctuation
Textstructure
Multimodalelements
0
0.2
0.4
0.6
0.8
1
1.2
Xavier Ngatama
Overallmark
Overallmark
BED200-Assignment2 JemmaCox(32561204)
Descriptionofwhatyoulearntduringtheproject
Sinceconductingtheactionresearchproject,theresultsshowedthatboth
studentsendedupatalimitedachievementstandard.Thiswasevidentby
comparingstudents’worktotheassessmentrubric.Whenanalysingthedata,
however,itwasfoundthatthetaskgiventothestudentsdidnotallowthemto
showtheirfullwritingability(thiswasalsoapparentwhenviewingotherpieces
ofwritingthestudentshadproduced).Becauseofthis,itwasdifficulttosaythat
thecriterion-referencedassessmentwasfairforbothparticipants,andthatthe
actionresearchprojectwassuccessful.Otherfactorsalsoinfluencedthe
reliabilityofthedatasuchasdistraction,qualityofinstructionsandrelevanceof
thetask.Forexample,wheninstructingtheparticipantstobeginthewriting
task,itwasunsurewhetherstudentshadknowledgeontheskillsbeingassessed.
Althoughtheactionresearchprojectwassomewhatunsuccessful,itallowedfor
professionalreflexivity,andunderstandinghowdifferentfactorscannegatively
influencedata.
Aftersummarisingmymainfindingsoftheactionresearchproject,itisclearthat
themostimportantaspectlearntwashowmuchconsiderationgoesintomaking
anassessment‘fair’.Primarily,itisunrealistictomakejudgementsonstudent
achievementwithoutfirstensuringthattheyallhaveanequitablechanceat
accomplishment.Insayingthis,theoutcomeoftheactionresearchproject
informedtheimportanceofconductingacriterion-referencedassessment
followingeffectiveteachingontheassessmentarea.Bydoingso,itensuresthat
allresultsareconsistentandreliable.Inaddition,whenmakingsureacriterion
BED200-Assignment2 JemmaCox(32561204)
assessmentis‘fair’,itisalsoimportanttoconsiderhowstudentabilityisgoingto
beevaluated.Inthecaseoftheactionresearchproject,itwasfoundthatusinga
rubricwasaneffectivetoolthatensuredallstudentswerebeingassessedfairly.
Asidefromthis,usingarubricalsoassistedinmakingdirectassumptionsabout
wherestudentswereatintermsofthecurriculumstandards.Whilsttheseare
onlyafewaspectstoconsiderwhenmakingacriterion-referencedassessment
fair,itiscriticalthatteachersstilltakenoteoftheminordertoinformeffective
learningandteaching.
TherearevariousthingsIhavelearntafterconductingtheactionresearch
project.WhenIinitiallystartedtheproject,Ididnottakeintoconsiderationthe
variousaspectsneededtosuccessfulanswertheactionresearchquestion.These
includedprovidingappropriateinstructionsforstudents,producingadata
collectiontoolandanalysingthedata.Becauseofthis,itwasdifficultto
determinewhethertheactionresearchprojectwaseffective.Insayingthis,I
havelearntthatitisimportanttobeorganised,andtothoroughlyplantheaction
researchbeforeactuallyconductingit.Indoingso,itmaximisesthechanceof
collectingreliabledata,andfurthermoreansweringtheactionresearchquestion.
Ihavealsolearntthatconductingactionresearchtakesalotofprofessional
reflexivity.Althoughtheprojectdidnotanswerthequestiontotheexpected
standard,ithasallowedmetoreflectonwhatworkedandwhatneedstobe
modified.Indoingso,ithasallowedmetounderstandwhatisneededto
reproducemoresuccessfulresearchinthefuture.
BED200-Assignment2 JemmaCox(32561204)
TheanalyticrubricinwhichIhadusedwasappropriatefortheactionresearch
project.Althoughthestudentsdidnotproduceanarrativerecounttothebestof
theirability,itstillallowedmetoassesstheirwritinginafairmanner.Because
thesamerubricwasusedforeachstudent,itmadethemarkingprocess
consistentandavoidedanysubjectivity.Whilsttheactionresearchwasnot
properlyexecuted,therubricwouldhavecollectedthedataneededtoanswer
theresearchquestion.Insayingthis,therubricwillonlyneedtobemodifiedto
suitthetaskofthenextactionresearchproject.
RecommendationsforPersonalChange
Inordertocontinuouslyimproveanddevelopasapre-serviceteacher,thereare
variousrecommendationsforchangethatIwouldconsider.Thefirst
recommendationwouldbetoensurethatmoreexplicitresearchisdoneabout
analysingdatafromacriterion-referencedassessment.Althoughthestrategy
usedduringtheactionresearchprojectwassufficient,itwouldbemore
appropriatetounderstanddifferentwaysinwhichdatacanbeanalysed.By
doingso,itopensupmyunderstandingonthevariouswaysactionresearchcan
takeplaceinorderforfutureprojectstobesuccessful.Thesecondpersonal
changeIwouldconsiderishavingadeeperconsiderationfortheparticipants
usedintheactionresearchproject.Inotherwords,Imustensurethattheage
andnumberofparticipantsIamchoosingtousewilleffectivelysolvetheaction
researchquestion.Becausemyactionresearchquestionfocusedon
understandinghowassessmentcanbefairforallstudents,itwasdifficult
comingtoaconclusionwithonlytwolearners.Insayingthis,Irecommend
BED200-Assignment2 JemmaCox(32561204)
modifyingtheactionresearchprojecttoincludealargergroupofparticipants.
Thisnotonlymakesdatamorerelevantandreliable,butitalsobeneficially
increasesthechallengeofmakingtheassessmentfairforallstudents.
Whilsttherearechangestoconsiderasapre-serviceteacher,therearealso
changestoconsiderduringmyfutureteachingcareer.ThefirstchangeIwould
makewouldbetoensurethatthisactionresearchprojectisconductedin
connectionwithlessonsonwriting.Anegativeaspectthatoccurredduringthis
projectwasthatIhadaskedstudentstowriteanarrativerecountwithout
properlyknowingiftheyhadtheskillsrequiredforthetask.Thisunderlines
withtheconceptof“youcan’tassesswhatyouhaven’ttaught”(Saunders,2016).
Insayingthis,itiscriticalthatIconductactionresearchprojectsfollowingthe
instructionofaparticularskill.Indoingso,itensuresthatthedataIam
collecting,duringmyteachingcareer,isvaluableandreliable.Thesecond
recommendationforpersonalchangewouldbetoensureactionresearch
becomesaregularpracticeinordertoreflectonandimprovelearningand
teaching.WhilstIdidnotconsideractionresearchtobeamajorconcernpriorto
conductinganactionresearchproject,Inowunderstandthatitis,infact,an
importantprincipleforteachers.Byconductingactionresearch,Icancollect
informationthatwillinformeffectingteachingandlearning.
BED200-Assignment2 JemmaCox(32561204)
Recommendationsforthenextactionresearchcyclerelatedtothistopic
Thenextsteptotakeinregardstotheactionresearchcyclewouldbetomodify
itandconductitagain.ThefollowingpointsindicatehowIwouldadjustthe
actionresearchproject.
Participants:
Asthepurposeoftheresearchprojectwastodiscoverhowtomakeassessment
fairforallstudents,itwouldbemoresuitableiftherewerealargernumberof
participants.Becauseofthis,Iwouldsuggestthatthenextactionresearch
projectincludedatleast10participantsofthesameage.
Assessmenttool(rubric):
Theassessmenttoolusedwasadequateenoughtohelpanswertheresearch
question.Forthenextresearchproject,Iwouldensurethattherubricusedis
stillrelevanttothewritingtask,andisinparallelwiththecurriculumstandards.
Writingtask:
Forthenextactionresearchtask,Iwouldensurethatstudentshaveknowledge
onthewritingtaskexpectedofthem.Forexample,ifIamassessinganarrative,
allstudentsmusthaveanunderstandingonthebasicstructureofanarrative,as
wellaslanguagefeaturestoexpresstheirideas.Ifthestudentsdonothavethese
skills,thenthedatacollectedwillnotberelevantanditwillnotsufficiently
answertheresearchquestion.Iwouldalsoconsideraskingstudentstowritea
BED200-Assignment2 JemmaCox(32561204)
textotherthananarrativerecount(asdoneduringtheactionresearchproject),
sothatIdevelopanunderstandingonhowtoassessdifferenttexttypes.
Timing:
Iwouldfirstunderstandwhetherthestudentshavelearntabouttheparticular
texttypebeforeconductingthenextactionresearchproject.Thiswillensure
thatallstudentshavebeenscaffoldedenoughtoachievesuccessduringthe
assessment.Theotherrecommendationtoconsiderishowlongtheprojectwill
takeplace.Forexample,iffutureparticipantswererequiredtowriteanarrative,
asuggestionwouldbetogetthemtowriteitatthreedifferenttimes.Thiswould
givethestudentsthemostamountofopportunitytosucceed,andwillavoid
themfeelingpressuredtocompletethetaskinasmalltimeframe.
Moderation:
Forthenextactionresearchproject,Iwouldalsoincorporatetheuseof
moderation.Bydoingso,itfurtherinformswhethertheassessmentisfairforall
students.
BED200-Assignment2 JemmaCox(32561204)
Appendices Appendix1
Published:2006Authors:KilmenyNiland,GinaM.Newton
Appendix2Student:XavierDillonScore:5/18
Year 1 Limited Achievement (1) Satisfactory Achievement (2) High Achievement (3) Excellent Achievement (4)
Provide details about ideas or events
Provides a few simple details about ideas or events.
Provides details about ideas or events. Uses vocabulary and adjectives often for emphasis
Provides details about ideas and events through the use of descriptive language
Provides details and develops ideas through the use of topic-specific vocabulary.
Use of correct spelling, grammar and punctuation
Spells some words with regular spelling patterns, including most CVC words. Inconsistently uses capital letters and full stops. Correctly forms most unjoined upper-case and lower-case letters. Spells words phonetically representing initial or key sounds. Correctly spells some simple high-frequency words, such as ‘to’, ‘we’, ‘in’, ‘up’, ‘us’, ‘as’.
Correctly spells high-frequency words, such as ‘was’, ‘went’, ‘them’, ‘there’. Spells words phonetically, representing most sounds. Uses capital letters and full stops inconsistently. Correctly spells words with regular spelling patterns. Writes correctly formed unjoined upper-case and lower-case letters that are uniform in size.
Uses punctuation with some accuracy. Correctly spells one-syllable words containing vowels with regular spelling patterns. Spells words representing all sounds using phonics. Writes correctly formed unjoined upper-case and lower-case letters. Uses capital letters and full stops in majority of the text.
Correctly spells words of two syllables. Uses a range of accurate punctuation. Correctly spells words comprising two syllables. Experiments with suffixes, such as ‘ing’, ‘ed’, ‘es’. Consistently spells a range of complex high- frequency words. Writes correctly formed unjoined upper-case and lower-case letters. Uses capital letters and full stops consistently throughout the text.
Use of appropriate text structure
Creates a short text using simple frameworks, which follows some elements of the structure. Writes a combination of short simple sentences.
Creates short text using simple frameworks, which follow main elements of the structure. Writes simple sentences and frequently uses ‘and’ to connect clauses.
Creates texts using simple frameworks, which follow all of the elements of the structure. Writes compound sentences using coordinating conjunctions, such as ‘and’, ‘but’, ‘so’.
Creates detailed texts using simple frameworks, which follow all of the elements of the structure. Writes complex sentences using subordinating conjunctions such as ‘that’.
Use of multimodal elements
Does not draw an image to support the text.
Draws an image that is not relevant to the text.
Draws an image that supports the text.
BED200-Assignment2 JemmaCox(32561204)
Appendix3Student:NgatamaScore:5/18
Year 1 Limited Achievement (1) Satisfactory Achievement (2) High Achievement (3) Excellent Achievement (4)
Provide details about ideas or events
Provides a few simple details about ideas or events.
Provides details about ideas or events. Uses vocabulary and adjectives often for emphasis
Provides details about ideas and events through the use of descriptive language
Provides details and develops ideas through the use of topic-specific vocabulary.
Use of correct spelling, grammar and punctuation
Spells some words with regular spelling patterns, including most CVC words. Inconsistently uses capital letters and full stops. Correctly forms most unjoined upper-case and lower-case letters. Spells words phonetically representing initial or key sounds. Correctly spells some simple high-frequency words, such as ‘to’, ‘we’, ‘in’, ‘up’, ‘us’, ‘as’.
Correctly spells high-frequency words, such as ‘was’, ‘went’, ‘them’, ‘there’. Spells words phonetically, representing most sounds. Uses capital letters and full stops inconsistently. Correctly spells words with regular spelling patterns. Writes correctly formed unjoined upper-case and lower-case letters that are uniform in size.
Uses punctuation with some accuracy. Correctly spells one-syllable words containing vowels with regular spelling patterns. Spells words representing all sounds using phonics. Writes correctly formed unjoined upper-case and lower-case letters. Uses capital letters and full stops in majority of the text.
Correctly spells words of two syllables. Uses a range of accurate punctuation. Correctly spells words comprising two syllables. Experiments with suffixes, such as ‘ing’, ‘ed’, ‘es’. Consistently spells a range of complex high- frequency words. Writes correctly formed unjoined upper-case and lower-case letters. Uses capital letters and full stops consistently throughout the text.
Use of appropriate text structure
Creates a short text using simple frameworks, which follows some elements of the structure. Writes a combination of short simple sentences.
Creates short text using simple frameworks, which follow main elements of the structure. Writes simple sentences and frequently uses ‘and’ to connect clauses.
Creates texts using simple frameworks, which follow all of the elements of the structure. Writes compound sentences using coordinating conjunctions, such as ‘and’, ‘but’, ‘so’.
Creates detailed texts using simple frameworks, which follow all of the elements of the structure. Writes complex sentences using subordinating conjunctions such as ‘that’.
Use of multimodal elements
Does not draw an image to support the text.
Draws an image that is not relevant to the text.
Draws an image that supports the text.
Appendix4
Year1:
Contentdescription:Createshortimaginativeandinformativetextsthatshow
emerginguseofappropriatetextstructure,sentence-levelgrammar,word
choice,spelling,punctuation,andappropriatemultimodalelements,forexample
illustrationsanddiagrams.(ACELY1661)
http://k10outline.scsa.wa.edu.au/home/assessment/snap-shots-choose-a-
year/year-1/english
BED200-Assignment2 JemmaCox(32561204)
HighAchievement:
http://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0020/14618/ENG_Yea
r_1_Narrative-writing_Recount_Fritz_high_Work_sample.PDF
Satisfactory:
http://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0013/14620/ENG_Yea
r_1_Narrative-writing_Recount_Fritz_satisfactory_Work_sample.PDF
Limitedachievement:
http://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0003/14619/ENG_Yea
r_1_Narrative-writing_Recount_Fritz_limited_Work_sample.PDF
Excellentachievement:
http://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0019/14617/ENG_Yea
r_1_Narrative-writing_Recount_Fritz_excellent_Work_sample.PDF
BED200-Assignment2 JemmaCox(32561204)
Appendix5Students’worksamples:
BED200-Assignment2 JemmaCox(32561204)
BED200-Assignment2 JemmaCox(32561204)
Appendix6Signedconsentforms
BED200-Assignment2 JemmaCox(32561204)
References
Andrade,H.,&Du,Y.(2007).Studentresponsestocriteria-referencedself-
assessment.Assessment&EvaluationinHigherEducation,32(2),159-181.
doi:10.1080/02602930600801928
Australia.SchoolCurriculumStandardsandAssessmentAuthority(2016).
JudgingStandards–Year1.Retrievedfrom
http://k10outline.scsa.wa.edu.au/home/assessment/judgingstandards/judging-
standards-choose-a-year/Year-1
Clifford,R.(2016).ARationaleforCriterion-ReferencedProficiency
Testing.ForeignLanguageAnnals,49(2),224-234.doi:10.1111/flan.12201
Freiberg,J.(2008).Criteria,standardsandintuitionsintheimpreciseworkof
assessingwriting.LiteracyLearning:theMiddleYears,16(3),20.Retrievedfrom
http://go.galegroup.com/ps/i.do?p=AONE&sw=w&u=murdoch&v=2.1&id=GALE
%7CA195069853&it=r&asid=52a92a4613ca8c8964c521de2d2f3a99
Jewels,T.,Ford,M.,&Jones,W.(2007).Whatexactlydoyouwantmetodo?
Analysisofacriterionreferencedassessmentproject.JournalofInformation
TechnologyEducation,6,311.Retrievedfrom
http://go.galegroup.com/ps/i.do?p=AONE&sw=w&u=murdoch&v=2.1&id=GALE
%7CA205270259&it=r&asid=7e2f6ffb873114be5020b2874b6f7fea
BED200-Assignment2 JemmaCox(32561204)
Saunders,R.2016.Doingactionresearch.BED200-AssessmentandAction
Research.Murdoch:MurdochUniversity.
Saunders,R.2016.Introductiontoassessment:purposesandtypes.BED200-
AssessmentandActionResearch.Murdoch:MurdochUniversity.
Saunders,R.2016.Standardisedassessmenttosupportandimproveeffective
teachingandlearning.BED200-AssessmentandActionResearch.Murdoch:
MurdochUniversity.
Tay,K.M.,&Lim,C.P.(2011).Afuzzyinferencesystem-basedcriterion-
referencedassessmentmodel.ExpertSystemswithApplications,38(9),11129-
11136.doi:10.1016/j.eswa.2011.02.158
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