Jodi Pierce 11689967 Assessment 2

School of Teacher Education

Assessment Cover Sheet

Student Name: Jodi Pierce Student No.:11689967

Subject Code: EPT521

Subject Name: Professional Experience: Effective Teaching and Assessment in the

Primary Years

Assessment No.: 2 Assessment Title: Assessing Student Work Samples

Electronic Link: Making number patterns - Jules - mid stage (Grade C)

Lecturer: Clare Power

Assessment due date: 8th August 2021 Date Assessment submitted: 22nd
August 2021 (Approved extension)

PLEASE RETAIN A COPY OF THIS ASSESSMENT

INDIVIDUAL WORK STATEMENT

I certify that:

1) This assessment is my own original work and represents my intellectual property and that the
material presented in this assessment, which is not otherwise acknowledged, is my own work.
2) This assessment has not been submitted before by me or anyone else in this or any other subject
at a tertiary level for assessment.
3) I have read and understand the CSU Student Academic Misconduct Rule and associated
penalties for academic misconduct.
4) I have retained a copy of this assessment.

Name(s): Jodi Pierce

Signature(s): Jodi Pierce

Date: 15th August 2021

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Jodi Pierce 11689967 Assessment 2

Part 1: Feedback

a) Feedback for other teachers

In this task requiring students to create, continue and explain a number pattern, Jules has
achieved an adequate level of competency (NSW Education Standards Authority (NESA),
2021b). In creating a number pattern starting at two and increasing by two each time and a
number pattern starting at three and increasing by three each time, Jules has demonstrated
that she can accurately create increasing number patterns where the difference between each
term is the same number [NPA4] (Australian Curriculum Assessment and Reporting Authority
(ACARA), 2018). Additionally, by continuing her first number pattern accurately for an
additional eight terms, Jules has shown an adequate level of competency in continuing number
patterns [MA1-8NA] (NESA, 2019).

Jules has displayed a high level of competence in her second pattern by creating it with
multiples of three rather than multiples of one, two, five, or ten. Jules has shown a clear
understanding of skip counting, however, the allocated C grade is justified because
competencies creating decreasing patterns or patterns starting from any point, as described in
the syllabus are not evident in this work sample [MA1-8NA] (NESA, 2019). In explaining her
number pattern, Jules used some mathematical terminology but without adequately describing
whether it was an increasing or decreasing pattern [MA1-1WM] (NESA, 2019). Jules has not
included generalisations as per the task criteria demonstrating that her understanding of
number relationships is elementary to basic (NESA, 2021b).

Jules’ learning could be progressed by building on her strengths in creating and continuing
patterns through a rich task and collaborative learning activities that include creating,
recording, and describing more complex patterns and translating them into different mediums
[MA1-8NA] (NESA, 2019). Jules’ existing competencies can be expanded by supporting her to
generalise number relationships, and by making explicit the connections between repeating
patterns and counting including describing patterns by the number of elements that repeat
[MA1-8NA] (NESA, 2019).

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b) Feedback for the student

Jules, the goal of this task was for you to create and continue a number pattern, explain the
number pattern and create another number pattern with a particular number in it. You
successfully created and continued a number pattern starting at two and increasing by two
each time. This shows that you can recognise and create an increasing number pattern.

I can see that you have a clear understanding of skip counting in your second pattern
that went up by threes. I would like to see you create more complex number patterns using
fives or tens, decreasing number patterns, number patterns that start at a different point, or
repeating number patterns that have three or more repeating parts.

One of the success criteria for this task was to use mathematical language to explain the
pattern you made. You were able to use your understanding of skip counting to correctly
describe that your pattern counted by twos however to improve your description you will need
to describe if it is increasing (going up) or decreasing (going down). Stronger descriptions of
patterns will help you to see connections and transfer what you know and have learnt to new
situations.

c) Feedback for the parents

In this task, students were to create an increasing or decreasing number pattern, record their
number pattern, explain their number pattern using mathematical language, and then continue
their number pattern further. Upon completing this task, Jules has developed an adequate level
of competence in creating, representing, and continuing number patterns and has
demonstrated sound knowledge and understanding of number patterns formed by skip
counting.

Jules has shown that she has a thorough understanding of skip counting by twos and
threes and has been able to apply this understanding to create and continue a variety of simple,
increasing number patterns. Additionally, by continuing her first number pattern accurately,
Jules has shown an adequate level of competency in continuing number patterns. To develop in

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Jodi Pierce 11689967 Assessment 2

this area, Jules could practice skip counting by fives and tens as well as skip counting backwards
to support her to create more complex patterns and to create and continue decreasing
patterns.

In communicating her number pattern, Jules has demonstrated sound knowledge and
understanding of mathematical language. Jules has been able to use her understanding of skip
counting to correctly explain a created pattern however, to demonstrate a more thorough
understanding, Jules could use more specific mathematical language to describe increasing and
decreasing patterns in a way that would allow someone else to accurately create or continue
the same pattern.

During the upcoming semester, I will further develop Jules’ competence in describing
patterns and support her communication and reasoning skills, by providing opportunities for
Jules to create, record, and describe more complex patterns including decreasing patterns and
repeating patterns. Tasks and collaborative learning activities will ensure Jules becomes familiar
with, and experiments with patterns in new mediums such as dance and music. These
experiences will develop Jules’ ability to generalise number relationships, a skill essential in
ongoing mathematics competency.

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Jodi Pierce 11689967 Assessment 2

Part 2: Rich learning task

a) Description of rich learning task

The following rich learning task is designed to extend Jules’ knowledge, understanding, and
skills relating to the following Stage one, mathematics and creatives art outcomes in the
context of repeating patterns: MA1-1WM, MA1-2WM, MA1-8NA, and DAS1.2 (See appendix D).

An overview of the teaching and learning activities has been included to provide details
of the syllabus content being addressed, the teacher’s role, student learning activities, and
opportunities for differentiation that have been mapped using the six revised cognitive levels of
Bloom’s taxonomy (Kivunja, 2015, p. 24). The following task description is intended to be
provided to students along with learning intentions, tiered success criteria, and a checklist for
self-assessment.

Task:
1. Create at least two
repeating patterns.
2. Represent and
record these
patterns in as
many different
ways as you can,
actions and
numbers must be
included.
3. Explain your
patterns including
how they are
similar and
different using
mathematical
language.

 You may choose to

draw, photograph,
audio record, or
video your
patterns.
5  Explain your
patterns in writing
or by making an
audio recording.
Jodi Pierce 11689967 Assessment 2

Overview of teaching and learning activities

Bloom’s
Syllabus content Teacher: Student learning activities Differentiation
taxonomy
- Introduces unit learning intentions, success
criteria and rich task description. Students view and copy lyrics and
Remember - Models a repeating pattern using concrete movements to Banana, Banana,
materials making explicit the description as a Meatball - Blazer Fresh | GoNoodle.
‘number’ pattern.
Identify and describe - Explains and demonstrates that the lyrics in Students identify the repeating
repeating patterns of objects Banana, Banana, Meatball are three and four patterns in the lyrics and brainstorm Support: Typed lyrics to Banana,
Understand
or symbols in terms of a patterns that can be represented in various other ways these patterns could be Banana, Meatball (Appendix B).
‘number’ pattern ways. represented (Appendix A).
Choice of how to record patterns
In pairs, students experiment with including drawing, photography,
- Observes students and provides verbal,
Repeats and refines a representing repeating patterns in audio record or video.
Apply formative feedback.
movement pattern different ways and record their Support: Concrete materials
patterns. before moving to more abstract
representations.
- Models a mathematical description of the
repeating pattern in Banana, Banana, In pairs, students compare and Support: Focus on simple
Make connections between Meatball. contrast two chosen patterns using patterns with two repeating
Analyse repeating patterns and - Prompts students to examine connections scaffolded questions and a Venn elements.
counting between their patterns and to make diagram (Appendix C). Extension: Explore more complex
connections to counting. patterns.
- Provides verbal, formative feedback.
- Collaboratively design success criteria. Students self-assess their patterns Success criteria differentiated for
Evaluate - Provides students with a checklist to use as and explanations against success All, Some, and a Few students
formative assessment. criteria using a checklist. (Westwood, 2016).
Create, record, and describe In pairs, students apply teacher Support/extension: Choice of
- Supports students to apply feedback and
patterns feedback and self-assessment data number of patterns,
self-assessment data.
to create, record and explain at least representations, method of
Create - Encourages students to generalise and draw
Works collaboratively to two repeating patterns. recording, and method of
conclusions about patterns in general rather
explore and select Students present their patterns to explaining.
than being task specific.
movements to express ideas the class.

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Jodi Pierce 11689967 Assessment 2

b) Explanation and justification of rich task as a means of progressing student learning

Rich learning tasks engage students in learning activities that integrate key learning areas, are
challenging, and authentic (Kivunja, 2015). They encourage deep rather than surface learning
by providing students with choice and engaging them in progressively higher-order cognitive
processes (Kivunja, 2015). This rich task progresses Jules’ learning in relation to the identified
outcomes by building on her demonstrated competencies and extending her to explore more
complex patterns and generalisations.

This rich task incorporates content and develops skills from the NSW Mathematics K-10
syllabus (NESA, 2019) and the Creative Art K-6 syllabus (Board of Studies, 2006). The main goal
of this task is for Jules to create, record, and explain repeating patterns [MA1-1WM and MA1-
8NA] (NESA, 2019), however, she is additionally required to “work collaboratively with a
partner … to explore and select movement to express ideas” and repeat and refine a movement
pattern [DAS1.2] (Board of Studies, 2006, p. 41). This topic-based, rather than subject-based
approach is appropriate for Stage 1 students like Jules, whose cognitive processes assimilate
new knowledge with existing knowledge rather than storing it as separate subject areas
(Howell, 2014).

Authentic and challenging tasks encourage risk-taking and experimentation by giving

students choice and allowing multiple opportunities and ways to demonstrate knowledge and
capabilities (Ellis & Barrs, 2008). This rich task actively involves Jules in her learning by providing
chances to experiment, and choices regarding the number of patterns presented, how the
patterns are presented and recorded, and the method for explaining the pattern (Kivunja,
2015). These choices, that create multiple solution pathways and multiple solutions, along with
the planned differentiation engage students in deep learning that is suitably challenging for
individual students (Russo, 2020).

Rich tasks, such as the one outlined, scaffold students to apply higher-order cognitive
processes and follow deep learning approaches to complete the task (Kivunja, 2015). This rich
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Jodi Pierce 11689967 Assessment 2

task will progress Jules’ learning in relation to repeating patterns because it promotes deep
learning that “will lead to quality learning, which will result in a high level of understanding”
(Kivunja, 2015, p. 292).

Warren and Cooper (2006) propose the following sequence for exploring repeating
patterns: copying, continuing, identifying repeating elements, completing the pattern, creating
a pattern, and then translating a pattern to a different medium. In the preceding task, Jules
demonstrated adequate competence in and continuing increasing number patterns. Building on
this knowledge and understanding, this rich task progresses Jules’ learning through
progressively higher-order cognitive processes to the more complex task of translating (Tsamir
et al., 2020) or “abstracting” (Rittle-Johnson et al., 2013, p. 378) a pattern using different
materials or into a new medium.

Translating will develop Jules’ ability to “develop the process of linking various
representations and seeing the commonalities and differences between each” (Warren &
Cooper, 2006, p. 11). The compare and contrast activity, including the Venn diagram, provides a
scaffold to analyse the similarities and differences of the students’ patterns and explain them
using mathematical language (Hattie et al., 2016). Additionally, translating the patterns into
new mediums will support Jules’ learning goal of recognising the number of elements that
repeat [MA1-8NA] (NESA, 2019; Tsamir et al., 2020) by drawing attention to the underlying
structure of patterns and how these connect to counting MA1-1WM (Lüken, 2020, NESA, 2019).

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Jodi Pierce 11689967 Assessment 2

c) Describe the self-assessment strategy.

A checklist based on the collaboratively designed success criteria has been included in this rich
task to support students in self-assessing their processes and products (NSW Department of
Education, 2021). The checklist is differentiated to address the essential knowledge and skills
that all students must achieve, the knowledge and skills that some students will achieve beyond
the grade-level standard, and the learning that only a few gifted and talented students may
achieve (Westwood, 2016). The initial stimulus, Banana, Banana, Meatball (GoNoodle | Get
Moving, 2016), and teacher modelling using this stimulus, provide an exemplar that students
can refer to while self-assessing formally using the checklist as well as informally throughout
the learning activities (Dixon, 2011).

d) Incorporating self-assessment and the benefits of using this strategy

“The purpose of self-assessment is to generate feedback that promotes learning and

improvements in performance” (Andrade, 2019, p. 2). This implies that self-assessment should
be formative. In future practice I will use self-assessment as a formative tool across all key
learning areas, thereby providing an opportunity for students to monitor, adjust and make
corrections to processes and products that deepen learning and enhance performance
(Andrade, 2019; Brown et al., 2015). Where possible, I will provide exemplars and involve
students in the creation of success criteria as this has been shown to increase the accuracy of
self-assessment (Brown et al., 2015).

Self-assessment is a form of assessment of learning that positions students as central in

their own assessment process (Readman et al., 2020). Explicitly teaching and guiding students
to engage in the reflective processes of self-assessment opens up the potential for improved
learning, increased self-regulation (Munns & Woodward, 2006), and the development of
students’ critical-thinking skills (Kivunja, 2015). Self-assessment increases students’ motivation
and autonomy by allowing them to make independent judgments about their work and how to
progress rather than relying on teacher feedback (Brady & Kennedy, 2018; Readman et al.,
2020).

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Jodi Pierce 11689967 Assessment 2

For teachers, self-assessment can provide insights into how different students learn and
whether students are engaged which can then be used to inform the development of future
learning tasks (Brady & Kennedy, 2018; Munns & Woodward, 2006). Additionally, self-
assessment complements other assessments and arguably increases the validity of assessment
by involving assessors other than the teacher (Brady & Kennedy, 2018). Likewise, accuracy in
self-assessment can be determined by comparing student’s self-assessment to teacher
judgements or to test performance (Brown et al., 2015).

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Jodi Pierce 11689967 Assessment 2

References

Andrade, H. (2019). A critical review of research on student self-assessment. Frontiers in

Education, 4(87), 1-13. https://doi.org/10.3389/feduc.2019.00087

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2018). National

numeracy learning progression (adapted for NSW syllabuses – May 2018). National
Literacy and Numeracy Progressions.
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-
curriculum/literacy-and-numeracy/national-literacy-and-numeracy-progressions

Board of Studies NSW. (2006). Creative art K-6 syllabus.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/creative-
arts/creative-arts-k-6-syllabus

Brady, L., & Kennedy, K. (2018). Assessment and reporting: Celebrating student achievement.
(5th ed.). Pearson Australia

Brown, G. T. L., Andrade, H. L., & Chen, F. (2015). Accuracy in student self-assessment:
Directions and cautions for research. Assessment in Education: Principles, Policy &
Practice, 22(4), 444-457. https://doi.org/10.1080/0969594X.2014.996523

Dixon, H. (2011). Infusing peer assessment into classroom programmes: Descriptions of

practice. Research Information for Teachers, (2), 3-10.
https://doi.org/10.3316/informit.057149878863775

Ellis, S., & Barrs, M. (2008). The assessment of creative learning. In J. Sefton-Green
(Ed.), Creative Learning (pp. 73-89). Arts Council England.

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Jodi Pierce 11689967 Assessment 2

GoNoodle | Get Moving. (2016, December). Banana banana meatball - Blazer Fresh |
GoNoodle [Video]. YouTube. https://youtu.be/BQ9q4U2P3ig

Hattie, J., Fisher, D., Frey, N., Gojak, L. M., Moore, S. D., & Mellman, W. (2016). Visible learning
for mathematics, grades K-12: What works best to optimize student learning. SAGE
Publications.

Howell, J. (2014). Teaching & Learning: Building effective pedagogies. Oxford University Press.

Kivunja, C. (2015). Teaching, learning and assessment: Steps towards creative practice. Oxford
University Press.

Lüken, M. M. (2020). Patterning as a mathematical activity: An analysis of young children’s

strategies when working with repeating patterns. In M. Carlsen, I. Erfjord, & P.S.
Hundeland (Eds), Mathematics education in the early years results from the POEM4
conference, 2018 (pp. 79-107). Springer.

Munns, G., & Woodward, H. (2006) Student engagement and student

self‐assessment: The REAL framework. Assessment in Education: Principles, Policy &
Practice, 13(2), 193-213, https://doi/org/10.1080/09695940600703969

NSW Department of Education. (2021). Introducing student self assessment. Teacher Standards
and Accreditation. https://education.nsw.gov.au/teaching-and-learning/professional-
learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-
practice/peer-and-self-assessment-for-students/introducing-student-self-assessment

NSW Education Standards Authority (NESA). (2019). Mathematics K-10 syllabus.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/mathematics/mathematics-k-10

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Jodi Pierce 11689967 Assessment 2

NSW Education Standards Authority (NESA). (2021a). Sample work mathematics K-10 stage 1:
Making number patterns. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/resources/sample-work/sample-work-detail/mathematics/sample-work-maths-k-10-
st1-act2-making-number-patterns

NSW Education Standards Authority (NESA). (2021b). The common grade scale.
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-
curriculum/awarding-grades/common-grade-scale

Readman, K., Allen, B., & Reinersten, N. (2020). Practical classroom assessment. (2nd ed.).
Oxford University Press.

Rittle-Johnson, B., Fyfe, E. R., McLean, L. E., & McEldoon, K. L. (2013). Emerging understanding
of patterning in 4-year-olds. Journal of Cognition and Development, 14(3), 376–396.

Russo, J. (2020). Designing and scaffolding rich mathematical learning experiences with
challenging tasks. Australian Primary Mathematics Classroom, 25(1), 3–10.

Tsamir, P., Tirosh, D., Barkai, R., & Levenson, E. (2020). Copying and comparing repeating
patterns: Children’s strategies and descriptions. In M. Carlsen, I. Erfjord, & P.S.
Hundeland (Eds), Mathematics education in the early years results from the POEM4
conference, 2018 (pp. 63-78). Springer.

Warren, E., & Cooper, T. (2006). Using repeating patterns to explore functional thinking.
Australian Primary Mathematics Classroom, 11(1), 9–14.

Westwood, P. (2016). What teachers need to know about differentiated instruction. ACER Press.

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Appendices
C
r
Appendix A – Sample representations of a repeating A, A, B or ‘three’ pattern.

Concrete

Pictorial

Shapes C
r

Actions Clap Clap Stomp

Auditory Banana Banana Meatball

Letters A A B

Numbers 1 2 3

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Appendix B – Banana, Banana, Meatball lyrics

Banana, Banana, Meatball

Banana, Banana, Meatball

Banana, Banana, Meatball

Nod - Clap - Shake your hips

Nod - Clap - Shake your hips

Nod - Clap - Shake your hips

Loud! Loud! Quiet. Quiet.

Loud! Loud! Quiet. Quiet.

Loud! Loud! Quiet. Quiet.

Elbow - Stomach - Stomach - Elbow!

Elbow - Stomach - Stomach - Elbow!

Elbow - Stomach - Stomach - Elbow!

Lyrics: GoNoodle | Get Moving. (2016, December). Banana Banana Meatball - Blazer Fresh | GoNoodle
[Video]. YouTube. https://youtu.be/BQ9q4U2P3ig

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Jodi Pierce 11689967 Assessment 2

Appendix C – Scaffold to compare and contrast patterns

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Appendix C – Venn diagram to compare and contrast patterns

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Appendix D – Syllabus outcomes for rich task

Mathematics outcomes (NESA, 2019, p. 93):

 describes mathematical situations and methods using everyday and some

mathematical language, actions, materials, diagrams and symbols MA1-1WM
 uses objects, diagrams and technology to explore mathematical problems MA1-
2WM
 creates, represents and continues a variety of patterns with numbers and objects
MA1-8NA

Creative arts outcomes (Board of Studies, 2006, p. 41):

 Explores and selects movement using the elements of dance to make dance express
ideas, feelings or moods DAS1.2

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EPT444 Assessment 2: Assessing Student Work Samples (2100 words). 30% 202160

Criteria HD DI CR PS FL
Question 1: 7-8 6 – 6.9 5.2 – 5.9 4-5 0 – 3.5
Demonstrate Cognitive Cognitive Cognitive The cognitive The cognitive
understanding commentary makes commentary commentary commentary commentary
of assessment insightful use of demonstrates a demonstrates demonstrates some suggests little or
of student task annotations, clearly expressed understanding of understanding of no understanding
learning using grade descriptors, and explicit using assessment data using assessment of the use of task
comparable task criteria and understanding of to make standards- data to make annotations,
standards- syllabus outcomes using assessment based judgements. standards-based grade
based to demonstrate an data for making judgements. descriptors, task
 The cognitive
judgements understanding of standards-based criteria and
commentary evaluates The cognitive
and evaluating using assessment judgements. syllabus
student learning commentary
learning to data to make outcomes to
The cognitive through identifying evaluates student
inform standards-based demonstrate an
commentary areas of strength and learning through the
planning to judgements. understanding of
analyses areas of limitations with identification of
progress using assessment
Areas of strength strength and reference to relevant strengths,
student data to make
and limitation are limitations with syllabus outcomes. limitations, and next
learning. standards-based
critically analysed reference to relevant steps for teaching
Responses Next steps for judgements. or
and supported with syllabus outcomes. and progressing
supported by teaching and use of
reference to The identified next student
syllabus progressing the comparable
relevant syllabus steps draw on the learning. Some
outcomes. learning of the student standards-based
outcomes. The analysis of student evidence of using
Appropriate are aligned to the judgements.
identified next learning to inform syllabus outcomes to
feedback to development of Limited or no
steps draw on the planning to progress support commentary.
staff, student, knowledge, reference is
analysis of student student learning.
and parents. understanding and/or Feedback provided to made to areas of
learning, and Feedback is suitably skills identified in the the teaching staff, the strength,
(Approx. 800 knowledge of the adapted to each level of relevant syllabus. student and parents is limitations
words)  relevant syllabi, to staff, student, and clear and notes areas and/or
inform planning to Feedback provided to
parents, with effective of achievement, progressing
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Jodi Pierce 11689967 Assessment 2

and appropriate detail. teaching staff, the strengths, and areas

       progress student student learning. 
Feedback is clear, student and parents is for
learning. Explicit links to
appropriate, and appropriate, clear and improvement/extensio specific
6.5/8 informative, identifying notes areas of n. Some outcomes are not
Feedback is explicit, achievements, achievement, strengths, understanding of included, limited
appropriate, and strengths, and areas for and areas for syllabus outcomes or inappropriate.
articulate, identifying improvement/extension improvement/extension. and indicators and
areas of achievement, . Feedback Feedback shows an direction for future
strengths, and areas demonstrates a clear understanding of learning is evident. Feedback provided
for understanding of syllabus outcomes and to teaching staff,
improvement/extensio syllabus outcomes and indicators and provides the student and
n demonstrating a indicators, and gives direction for future parents is not
clear understanding of clear direction to learning. provided or is
syllabus outcomes teaching staff, the unclear and/or
and indicators. student, and parents in inappropriate.
Feedback gives clear a meaningful way
direction to teaching through identifying
staff, the student, and future learning goals.
parents in a
meaningful way by
referring to future
learning goals and
opportunities. 
Question 2: HD 15.5 - 18 DI 13.5 - 15 CR 11.5 - 13 PA 9 - 11 FL 0 – 8.5
Demonstrate Characteristics of a Characteristics of a Characteristics of a A task is outlined Planned task
an rich learning task rich learning task rich task are clearly demonstrating some illustrates limited
understanding have been are clearly described identified and understanding of the or inappropriate
of how to use identified and and elaborated on, described, pedagogical characteristics of
evidence as the applied in the with academic demonstrating characteristics of a a rich task.
basis for creation of the task. reference support. understanding of the rich task. Use of Inclusion, or not,
planning The rich task is Inclusion of higher design of a rich task. higher order of Blooms
teaching and explained using order thinking skills, Higher order thinking thinking skills to Higher Order

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Jodi Pierce 11689967 Assessment 2

learning tasks, precise language showing a clear skill verbs are used plan for learning is Thinking skills
using current illustrating progression from explicitly to plan for evident; strategies and
models of understanding of lower order to learning; strategies for for differentiation to differentiation
pedagogy, to the pedagogy, higher order skills, differentiation to cater cater for a range of used in the
progress including higher are used explicitly for a range of student student abilities are development of
student order thinking to plan for learning; abilities are identified included. the task, shows a
learning.     skills and strategies for and explained. limited
Discussion includes
differentiation of differentiation to understanding of
Demonstrate Discussion explains information about
the task to support cater for a range of the pedagogy.
an how the rich task will how the rich task
all students. The student abilities are Discussion does
understanding progress the student’s will progress the
rich task described and not explain or
of the purpose learning through student’s learning
synthesises student elaborated on to provides a
of gathering explicit and and makes links to
assessment data, support inclusion in limited
and using self- appropriate links to syllabus outcomes. 
formative feedback the task. explanation of
assessment. syllabus outcomes.
and appropriately A self-assessment how the
The explanation for
(Approx. 1200- specific and The response strategy has been identified task
how the task will
1300 words)  aligned syllabus identifies and clearly identified for use as a will progress
progress the
outcomes and describes the use of an formative or student learning. 
student’s learning
indicators to appropriate self- summative approach
refers to evidence, Self-assessment
progress student assessment strategy demonstrating an
and is appropriately strategy indicates
16/18 learning. for formative or understanding of
aligned with a lack of
Explanation is summative purposes, using assessment
syllabus outcomes understanding of
supported by for collecting information as a
and indicators, and the purpose of
subject material evidence for feedback means of informing
is supported this strategy or
and further on teaching and teaching practice and
throughout with formative or
appropriate learning. student learning.
reference to subject summative
academic literature. Explanation is Response is
learning material assessment as a
Critical choice of and further supported by subject supported with means of
an effective self- academic readings. resources and some subject resources. informing
assessment strategy appropriate readings.   teaching practice
The selection and
for either formative and student
elaboration of an

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Jodi Pierce 11689967 Assessment 2

or summative appropriate self- learning.  Little

assessment assessment strategy or no reference
purposes, provides for either formative made to subject
an informed or summative resources or
understanding of purposes further readings. 
using assessment demonstrates a clear
information as a understanding of
means of informing using formative or
teaching practice summative
and progressing assessment to
student learning. effectively inform
Strategies are teacher practice and
justifiably devised student learning.
for gaining specific The strategy is
and purposeful clearly devised for
information about gaining specific and
student learning. purposeful
Explanation is information about
developed with student learning for
links to subject teacher and learner
resources and feedback.
further appropriate Explanation is
academic readings. developed with
links to subject
resources and
appropriate
readings.
3.5 - 4 3 2.5 2 0 – 1.5
Writing is well Writing is structured Writing may contain Writing contains
Professional Writing is well
structured and meaning and meaning is some grammatical many grammatical
writing and use structured and
is clearly articulated. apparent to the reader. and/or typographical and/or
of APA (7th fluent; meaning is

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Jodi Pierce 11689967 Assessment 2

There are minor There are minor errors but these do not typographical
ed.) clearly articulated.
grammatical or grammatical and/or impact on meaning. errors that impact
referencing There are no
typographical errors. typographical errors. Referencing significantly on
style. grammatical or
Referencing Referencing demonstrates use of meaning.
typographical
demonstrates use of demonstrates use of a up to date texts, Referencing does
errors. All
4/4 mostly up to date texts. few up to date texts. academic integrity and not reflect recent or
references are
Academic integrity Academic integrity, and generally uses the appropriate
recent and up to
conforms to APA (7th general use the APA APA (7th ed.) style academic articles
date texts.
ed.) style conventions. (7th ed.) style conventions or texts.
Academic integrity
conventions are appropriately. Referencing
conforms exactly
appropriate. demonstrates
to APA (7th ed.)
limited academic
style conventions.
integrity and does
not use the APA
(7th ed.) style
conventions
appropriately.

26.5/30
Jodi, thank you for your task assessing student work samples. You referenced the learning outcomes to highlight some areas the student achieved
and understood. Your feedback was detailed and specific aligned against the grade descriptors and in particular the syllabus outcomes. You
made good use of the student’s work to highlight the points you were making. Your feedback was framed positively yet gave clear direction of
what the student needs to do to address elements of the outcomes.
You demonstrated that you had an understanding of the readings and resources and their application. You needed to included details of explicit
teacher strategies in delivering the differentiated material and how you would direct the students through the self assessment. You needed to
demonstrate throughout the rich task how you were going to explicitly teach the task and what strategies you were going to use.
Dr Meagan McKenzie

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