Obayed_Ullah_EDSC5029_Assess 2_Draft

docx

School

Curtin University *

*We aren’t endorsed by this school

Course

EDSC5029

Subject

Chemistry

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by DukeNeutronBison33

Unit Code: EDSC5029Unit Name: Secondary Professional Experience 1: PlanningUni Term 2, 2023, Bentley Campus FO [2]Assessment 2Assessment ReportStudent Name: Mohammad Obayed UllahUnit Coordinator Name: Dr Bich NguyenAssignment Due Date: August 26, 2023Word Count: 2101

1. IntroductionA teacher must track students' learning progress in the classroom through assessment.Assessment is a systematic measure of student success and progress in curriculum throughoutthe learning journey in the school. The choice of assessment types depends on the set goaland overall curriculum objective (Hassan, 2011). A formative assessment designed withmultiple choice questions (MCQ) and short response questions targeting Year 11 VCEchemistry is well aligned with the curriculum (VCCA), specifically the topic of oxidation andreduction reaction and their impact on society. This assessment will inform the progress ofthe student's learning, particularly subject numeracy, literacy and content knowledge, whichwill form the basis of future teaching. In addition, it will provide feedback to both teacher andstudent as well as provide better opportunities for students to master the curriculumobjectives (Brady & Kennedy, 2012).2. Designing the assessment taskThis assessment was designed in consultation, collaboration and participation with mymentor teacher and aligned with the content descriptor of the VCCA chemistry curriculum.To be a master in the focused area of VCE chemistry, students need to practice and learnsubject numeracy, literacy and the theoretical concept of the chemistry topic. This formativeassessment aligns with the behaviourist theory of learning together with Bloom’s Mastery ofLearning approach, which is a traditional in type.Based on the curriculum content and itsnature, it requires students to practice a few skills to develop them and build an understandingof them. This aims to develop new skills and build awareness, improving competence andhelping students achieve mastery (Hattie, 2008; James, 2006). In this particular focus ofchemistry curriculum, students need to practice several examples of mathematical formulas

and calculations by taking different examples to become masters on how to follow the setrules and steps to successfully solve the problems. To do this, the tasks need to be broken intoseveral parts so that they can be learnt by frequent practices. After mastering each of theseparts or components, the complex task needs to be rebuilt (James, 2006). In such a scenario,memorisation of information and facts and the formation of habit allows students tosuccessfully learn and accumulate skills, particularly in this focus area. This assessment aimsto identify how far students could practice and master certain subject numeracy andcalculation through short response questions and MCQ. Mainly, MCQ is an excellent tool toimprove students' learning experience through the diagnosis of the perception of students intheir quality of learning (Velan et al., 2008). In addition, this assessment will be used as a toolto identify whether students need more practice or not based on either correct or incorrect andpoor performance. It will signal whether a teacher should go back to teach more basic skills(James, 2006). These conventional assessments help students by making them aware of whatthey have learned and where they need to focus to improve (Weurlander et al., 2012).An assessment needs to fulfil the principle of assessment for an accurate outcome. That iswhy it needs to be aligned with the teaching, learning and curriculum content knowledge tobe valid, as outlined in the literatures (Brady & Kennedy, 2012; McMillan, 2014). Thisaseesment was aligned to the focuse area of VCCA chemistry and covered the contentknowledge. Clear instruction as well as marking criteria for the student are an importantcomponent for a valid and fair assessment (McMillan, 2014) which was also covered in theassessment. In addition, inclusion of both qualitative and quantitative components in theassessment contributing to the validity and fairness of the assessment (Hassan, 2011).Bloom’s Mastery Learning Approach recommend that the understanding, skills, abilities andinterests of individual student need to be catered in the form of differentitation (Hattie, 2008;

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

McMillan, 2014). Including different level of MCQ and types of questions suchas shortresponse question provides the opportunity of measuring individual student performancewhich will be the basis of implementing personalised learning strategies (Appendix …).Furthermore providing differentiated instruction about key important components and tasksas well as providing scaffolding such as prompts, formula table and data table will maximizethe learning of students and the validity and fairness of the assessment (Hattie, 2008).3. Implementation of assessmentThe assessment was implemented through McMillan (2014) approach where the priorknowledge of the subject were gauged by asking few quick questions following by providinginformation on the focused curriculum establish a connection between prior knowledge andcurrent content knowledge. Explicit explanation on the topic was provided as part of gradualrelease of responsibilities (McVee et al., 2019). Scaffolding is an option available for thestudents requiring additional support to encourage further development and student ledactivity on the task and problem were completed prior to the implementation of theassessment (McMillan, 2014). In addition, prompts, cheat sheet, access to ICT, data table andperiodic table as well as selective seating arrangement were provided so that students withdifferentiated needs can be catered durimg the assessment (McMillan, 2014). Furthermore,sufficient time allocation based on individual student needs was considered during theimplementation of the assessment in the classroom (Hattie, 2008; McMillan, 2014).4. Marking, moderation and reporting:The student responses were marked based on the assessment rubric which was analytic innature although there are component of check list. For example, the MCQ part were markedon the basis of correct answer but the short response questions were broken into different

components to mark accordingly (Appendix….. ). Research outlined that the purpose ofrubric is to assess the performance of student and their level of mastery in the topic(Brookhart, 2013).Brady and Kennedy (2012) outlined that it is important to consider student progress andperformance during the design of marking criteria such as analytical rubric which is inconformity with theAITSL standard 5.2 (AITSL, 2017) as well. Each student was given arubric with similar example of work (Appendix…) where all the component were broken intodifferent elements with allocated marks. This analytical rubric canhelp student in learningby describing the criteria and expectation of learning (Brookhart, 2013). Furthermore, studentcan empower themselves to take the responsibility of their own learning from the appropriateinstruction in the marking criteria through self-reflection, indentificaiton of the area toimprove and asking feedback (Brookhart, 2013; McMillan, 2014).Prior to the delivery of the assessment, an internal moderation together with a mentor teacherwas conducted to comply with the assessment principles and AITSL standard 5.3. so that theassessment can meet the standard of reliability, validity, fairness and inclusivity(Appendix ..). Aalignment of the chemistry curriculum, marking criteria, rubric and studentperformance were taken into consideration during the moderation process to ensureconsistency and comparability of judgement as outlined in the literature (Klenowski & Wyatt-Smith, 2013). In addition, the assessment was moderated in a way that it aligned with theschool’s assessment policy, maintaion the principles of assessment.My mentor teacher reviewed the assessment as part of the post moderation by checkingrandomly selected few of the assessments attended by low achievers, at achieve and high

achievers considering the involvement of teacher meeting and internal moderation practicesto find how best support student in learning within the teacher standard as outlined in theliterature (Klenowski & Wyatt-Smith, 2013; McMillan, 2014). We justified the marks basedon the quality of task and performance as evident from the assessment while refereeing backto the marking sheet (for MCQ) and analytical rubric (for short response questions)(Appendix) discussed the quality of the evidence identified in students answers to justifygrades given to students while referring back to the analytical rubric. This mode ofprofessional interaction enables us to align our understanding of rubric components andcriteria, fostering a general agreement on assessed work quality. This process results a rangeof recommendations to improve the instructions, consistency in judgement, work quality,reliability and area to focus for the improvement (Appendix ..). For example, the instructionin the analytical rubric need to be more specific and explicit for student with differentabilities, which ultimately support teacher to implement and deliver a valid, fair and reliableassessment assisting student in achieving success (Klenowski & Wyatt-Smith, 2013).As outlined in research, personalised and specific instructional support should be the maincomponent of an effective feedback (Hattie, 2012; McMillan, 2014). This entails customizingresponses to help students pinpoint key improvement areas, including the task, process, self-regulation, and self-feedback (Appendix ..). Verbal feedback, in the form of questions andsuggestions, was given to selected students requiring extra support to meet success criteria(Hattie, 2012). Post-assessment involves communication with parents other stakeholders as aprocess of reporting outlined in AITSL standard 5.5 to be reliable, fair and accurate (AITSL,2017). Accordingy to Brady and Kennedy (2012), the process of reporting involvecomprehensive and specific information on students achievement together with transperantand effective communication with other stakeholders. Note has been taken on the assessment

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

of individual students to provide further feedback to families on student achievement andprogress during parent-teacher interviews.5. Reflection on practiceReflectiont process which was started through post-moderation is a important tools for ateacher to review, rethink, accumulate edivence and data, compare the cumulative edivenceand data to ensure the entire process of assessment is valid, rilable and fair.In fact it is animportant practice to comply with the AITSL standard 5.4 (AITSL, 2017) through theidentification of the trend and pattern of student learning using a range of data, evidence andinformation collected from the assessment. It will provide a teacher the opportunity to reflecton what worked well and what not, to pinpoint the key area to focuse for the improvementthrough specific and differentiated pedagogical and teaching stretegies (Jennings, 2019). Thedata were collected in a table with two major section as the assessment was designed withboth MCQ and short response questions (Appendix…). As the aim and goal of these twosections were different, the evidence from the MCQ section inform the level of subjectneumeracy learning where as the short response question tell us more about the masgterylevel of content knowledge and critical thinking. The collected data were analysed andidentified a few patterns and correlations among the students throung a process ofbrainstorming considering the applied teaching strategies, instructions style, students group,learning preferences and assessment types (Jennings, 2019; McMillan, 2014).The cumulative data and evidence clearly identify that most of the students were achievinglow in the content area where the skills and mastery of subject numeracy in the key tobecome successful although during the classroom quizzes the trend of success were different.That is why it is crucially important that a teacher mind is broad anduse a range of data such

as students performance pattern, classroom responses, previous assement result and anyspecial circumstances need to be consider as well as teacher is well aware of how theparameters (for example; numeracy or critical thinking) are comparing to come to aconclusion. For example; if a presious assessment result were taken into consideration in thiscase, then it is very important to ensure that this particular assement was also focuesed onevaluating numeracy skills. Otherwise the interpretation could lead toa wrong conclusion(Jennings, 2019). However, the data need to be reliable and should be collected from a rangeof sources to conclude and to pinpoint the area to focuse and to design further teachingstrategies accordingly. In addition, the data also provided with the correlation between subjectnumeracy and critical thinking skills of the students. Most of the student who were lowachiever in subject numeracy also follow the same in the section of the short responsequestions where critical thinking is the key to be successful. I believe, the key diagnosis isthat the neumeracy skills on the content knowledge need to be improved through specificteaching strategies such as scaffolding and practicle over and over on the similar problems.The short response question provided the evidence of critical thinking skillsamong thestudents which is surprisingly below in compare to the performance in the classroom duringthe content delivery. Effective strategies need to address this issue are outlined from theevidence of the student performance is further explicit instruction on the same topic.Furthermore, breaking down the task into more steps to reduce the cognitive load. Forexample, several steps are introduced to writre a chemical reaction equation and fillanlyaddup those steps to write an overall reaction equation. A student activity on similar examplesfor frequent practice was proposed forfew identified students as part of differentiation.

Success of a student with special need depends on engaging with individual students tounderstand their optimal learning methods (Walker & Gobby, 2017). The data demands oncareful planning and a moderated teaching style for couple of individual students as outlinedin research that students should collaborate as partners, allowing for alternative methods andempowering them in their learning process(McMillan, 2014). By employing tailoredstrategies and analyzing subsequent assessment data, educators can continually enhance theirteaching methods (McMillan, 2014).6. Conclusion.The formative assessment is tools for a teacher to identify the real scenario of studentlearning progression while teaching a particular topic of the curriculum. Formativeassessment is very diverse in types, style and ways of delivery which and the selection of aparticular formula of formative assessment depends on the goal. However, MCQ and shortresponse question is a quick way of assessing students level and progress which provides ateacher an opportunity to further redefine the teaching strategies and assessment types in aneffective manner. This type of formative is well criticised for limited opportunities to assessthe cognitive skill of learner (Velan et al., 2008). However, adding MCQ with moreautonomous options identifying the confidence level of the students choice together with thepre and post moderation process could help to meet expectation and assessment standard. Inaddition, continuous feedback and iterative assessment aligned with curriuculum and learninggoal could improve student learning experience (Hattie, 2012). Ongoing assessment requiresmore time for reviewing, providing feedback, and fostering peer collaboration to upholdassessment principles.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

References:AITSL. (2017). The Australian Institute for Teaching and School Leadership (AITSL). In.Brady, L., & Kennedy, K. (2012).Assessment and Reporting: Celebrating StudentAchievement. Pearson Australia.https://books.google.com.au/books?id=dKhZygAACAAJBrookhart, S. M. (2013).How to create and use rubrics for formative assessment andgrading. Ascd.Hassan, O. A. B. (2011). Learning theories and assessment methodologies – an engineeringeducational perspective.European Journal of Engineering Education,36(4), 327-339.https://doi.org/10.1080/03043797.2011.591486Hattie, J. (2008).Visible learning: A synthesis of over 800 meta-analyses relating toachievement. routledge.Hattie, J. (2012).Visible learning for teachers: Maximizing impact on learning. Routledge.James, M. (2006). Assessment, teaching and theories of learning.Assessment and learning,47, 60.Jennings, A. S. (2019).Situating interim assessments within teachers’ practice of data use:How upper elementary school teachers attend to, interpret, and understand interimassessment data. University of Delaware.Klenowski, V., & Wyatt-Smith, C. (2013).Assessment for education: Standards, judgementand moderation. Sage.McMillan, J. H. (2014).Classroom assessment: Principles and practice for effectivestandards-based instruction. Pearson.McVee, M. B., Ortlieb, E., Reichenberg, J. S., & Pearson, P. D. (2019).The gradual releaseof responsibility in literacy research and practice. Emerald Publishing Limited.Velan, G. M., Jones, P., McNeil, H. P., & Kumar, R. K. (2008). Integrated online formativeassessments in the biomedical sciences for medical students: benefits for learning.BMC Medical Education,8, 1-11.Walker, R., & Gobby, B. (2017). Testing times for assessment and pedagogy. InPowers ofCurriculum: Sociological perspectives on education(pp. 323-349).Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploringformative assessment as a tool for learning: students’ experiences of different methodsof formative assessment.Assessment & Evaluation in Higher Education,37(6), 747-760.