Assessment, Feedback and Reportingwith justifications in relation to Business studies and Media studies

ANh Thi TrinhSwinburne University of Technology

9513191

MAY 19, 2017

ContentsIntroduction............................................................................................................................................................................................................................................................. 2

SECTION A............................................................................................................................................................................................................................................................... 2

SECTION B............................................................................................................................................................................................................................................................... 2

Section A: Tools for Assessment, Feedback and Reporting......................................................................................................................................................... 3

Section B: Justifications in relation to Business (Humanities) and Media (Arts) studies..........................................................................................6

BUSINESS............................................................................................................................................................................................................................................................... 6

MEDIA................................................................................................................................................................................................................................................................... 10

References.............................................................................................................................................................................................................................................................. 14

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Introduction

In this document, the reader will be provided with information about assessment, feedback and reporting strategies utilised in the

secondary context for students in Years 7 to 10 and in their Victorian Certificate of Education (VCE) years. It is divided into two sections.

SECTION A

This section will comprise the various tools that secondary teachers may use in the classroom in the 21st century. The ‘tools for

assessment, feedback and reporting’ was a collaborative production from the Master of Teaching (Secondary) students from Swinburne

University of Technology, Hawthorn.

SECTION B

This section will encompass justifications as to how selected tools in ‘Section A’ link to the studies of Business (otherwise known as

‘Humanities’ in junior secondary) and Media (also known as the Arts). Reference to the Australian Professional Standards for Teachers

and relevant theories will be included as well as an analysis of the benefits and limitations for each tool.

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Section A: Tools for Assessment, Feedback and Reporting Gemma Reid, Benjamin Shepherd, Saifulbahri Kassim and Anh Thi Trinh

Assessment Type Notes

Diagnostic Assessment prior to instruction

Formative Assessment during instruction, can also be used to provide

feedback

Summative Assessment post instruction

Norm-Referenced Compares student against others, can also be used to provide

feedback

Rubric Compares student against criteria, can also be used to provide

feedback

Benchmark Compares student against self, can also be used to provide feedback

ABOVE: 6 TYPES OF ASSESSMENT OF LEARNING (TEACHTHOUGHT, 2015)

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 Tool For Website Asses

s

Feedback Reporting Notes

Past Exams VCE (all) http://www.vcaa.vic.edu.au/Pages/vce/exams/examsassessreports.aspx ✔ ✔ Available

‘Summative’

Assessment

STAV Trial

Exams

VCE

(sciences)

http://www.sciencevictoria.com.au/stavpublishing/trialExams.html ✔ ✔ Available

‘Summative’

Assessment

NEAP. Trial

Exams

VCE (all) http://www.neap.com.au/catalog/index.php/cPath/58_60 ✔ ✔ Available

‘Summative’

Assessment

NEAP.

Diagnostic

Topic Test

VCE (math

& science)

http://www.neap.com.au/catalog/index.php/cPath/58_62 ✔ ✔ Available

‘Diagnostic’’

Assessment

On Demand

Testing

English &

Math

http://www.vcaa.vic.edu.au/Pages/prep10/ondemand/index.aspx ✔ ✔

Kahoot All https://getkahoot.com/ ✔ ✔

Plenaries All N/A ✔ ✔ Evaluative or

reflective activity

following a lesson to

review aims and

consolidate learning.

Socrative All https://www.socrative.com/ ✔ ✔

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Seesaw All https://web.seesaw.me ✔ ✔

FlexiBuzz All http://www.flexibuzz.com.au/au/school-app/ ✔ ✔

SPELD All http://www.speldvic.org.au/2014-10-28-22-51-19/assessments ✔ For students with

suspected specific

learning disorder

Essential

Assessment

F-10 https://www.essentialassessment.com.au ✔ For assessing

student numeracy

and literacy against

the Victorian

Curriculum

LMS All ✔ ✔ ✔ Various

functionalities and

interfaces across

programs

Blackboard N/A ✔ ✔ ✔

Moodle N/A ✔ ✔ ✔

Canvas https://www.canvaslms.com.au/ ✔ ✔ ✔

Compass https://www.compass.education/ ✔ ✔ ✔

SIMON https://www.simonschools.net ✔ ✔ ✔

Edmodo https://www.edmodo.com ✔ ✔ ✔

 

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Section B: Justifications in relation to Business (Humanities) and Media (Arts) studiesANH THI TRINH

BUSINESS

Tool For AITSL Standards (2017)

Justification Benefits Limitations

Past Exams

Neap Trial ExamsVCE

1.1 Physical, social and

intellectual

development and

characteristics of

students

2.3 Curriculum,

assessment and

reporting

2.6 Information and

Communication

Technology (ICT)

3.3 Use teaching

Exams trigger anxiety when students feel unprepared (Malik, 2010). Theories such as Maslow’s, Locke’s and Kotter’s 8 steps require repetition to memorise. To avoid psychological problems that will reduce student performance, it is advisable that teachers use past exams to help their students revise for their VCE exams. It also allows teachers to identify knowledge gaps during correction.

Great strategy to revise

Focuses on key themes or subject areas

Give practice on exam style questions

Practical insight

Understand time management

× Time consuming to complete and correct

× Repetitive× Low

engagement

Plenaries 7 – 10, VCE Plenaries are short, time efficient activities that

Time efficient Enhances

× Students are put under a

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strategies

3.4 Select and use

resources

3.5 Use effective

classroom

communication

3.6 Evaluate and

improve teaching

programs

4.1 Support student

participation

5.1 Assess student

learning

5.2 Provide feedback to

students on their

will draw high attention from the students during class. It can be used to recap lessons, or introduce a topic. Plenaries can also break up a lesson, otherwise termed as ‘chunking’, so students do not feel too overwhelmed in the one lesson (Chapman, Garnett, & Jervis, 2011). This is especially useful as the content in Business studies can be theory heavy and teachers can get lost in the habit of deliverance. Plenaries provide an opportunity to receive feedback and freshen the student’s thinking.

assessment- ensures students are aligned with learning targets

Reflective tool Addresses the

majority’s misunderstan-ding

metaphorical spotlight

× Some students may be confused if the teacher does not explain the plenary task well

× Students may think it is a ‘waste of time’

× Students might go off on a tangent (making it time consuming)

Kahoot

Socrative

7 – 10, VCE ICT platforms provide teachers with options on strategies to motivate their students to learn in

Free High

engagement Utilises

× Timed- students rush to answer questions

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learning

5.4 Interpret student

data

5.5 Report on student

achievement

alternative ways (Johns, 2015). There are multiple key terms that students are required to know when it comes to Business studies and so interacting with online programs condenses this knowledge in a fun and engaging way. The use of individual devices enhances active participation from all students and most of these eLearning programs have a teacher setting that enables them to progress their student’s results in real time. Students who are motivated have a higher chance of academic achievement (Lyons, Ford, & Arthur-Kelly, 2010). Many businesses that students will learn through case studies have online websites, therefore

minimal ICT skills

Suitable for all ages

Interactive Alternative to

traditional quizzing

Can be used as a hook for the start of the class

Initiates discussion

Provides summative statistics for the teacher

rather than reading it carefully

× Not suitable for students who cannot process information quickly

× Limited wording as answers

× Requires internet and device usage- a disadvantage for students who are lacking

Flexibuzz 9-10, VCE Allows teacher to connect with students in real time (targeted

× Sophisticated software- inappropriate for junior secondary

× Teacher

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continuing the content learning with ICT promotes consistency that provides a flow to the lessons.

With many parents and carers working full time in the 21st century(Darling-Hammond, Wise, & Klein, 1995), parents and carers also benefit from this portal of communication as feedback and results from the teacher can be accessed whenever the parents are available, making it time efficient for both parties.

communicatio-n)

Can push out information into their feeds

Use of ICT No sharing of

personal details required

cannot track if students have received alerts

LMS, Blackboard, Moodle, Canvas,

Compass, SIMON, Edmodo

7 – 10, VCE

Use of ICT Single portal

used by schools

Connectivity among teachers, parents and students

Allows you to specifically share with certain groups

× Requires time to set up

× School must purchase it

× Navigation may be initially tricky

× Multiple steps to upload content and assignments

× Issues with login may jeopardise lessons

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MEDIA

Tool For AITSL Standards (2017)

Justification Benefits Limitations

Past Exams VCE

1.1 Physical, social and

intellectual

development and

characteristics of

students

2.3 Curriculum,

assessment and

reporting

2.6 Information and

Communication

Technology (ICT)

3.3 Use teaching

strategies

3.4 Select and use

Although theories remain the same, students will have options to choose which types of media to analyse in their exams. This assessment tool will encourage students to reflect on what they have learnt and practice how to word their responses (Malik, 2010). Past exam papers allow them the opportunity to strengthen their literacy skills and to identify key themes that assessors look out for.

Great strategy to revise

Focuses on key themes or subject areas

Give practice on exam style questions

Practical insight Understand

time management

× Time consuming to complete and correct

× Repetitive× Low

engagement

Plenaries 7 – 10, VCE The origins of a plenary could be traced to the ‘primacy and recency effect’ from Ebbinghaus’ forgetting curve (Murre

Time efficient Enhances

assessment- ensures students are

× Students are put under a metaphorical spotlight

× Some students

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resources

3.5 Use effective

classroom

communication

3.6 Evaluate and

improve teaching

programs

4.1 Support student

participation

5.1 Assess student

learning

5.2 Provide feedback

to students on their

learning

5.4 Interpret student

& Dros, 2015), a theory that suggests students benefit from repetition to retain knowledge learnt. Basic examples can be found in televised advertisements and flashbacks in movies. By using plenaries as an assessment tool, not only will teachers benefit from immediate feedback on the student’s progress, but students could put plenaries into practice through their own learning.

aligned with learning targets

Reflective tool Addresses the

majority’s misunderstan-ding

may be confused if the teacher does not explain the plenary task well

× Students may think it is a ‘waste of time’

× Students might go off on a tangent (making it time consuming)

Kahoot, Socrative 7 – 10, VCE The use of ICT is pivotal in Media as it aligns with their curriculum requirements in regards to technological use. To properly understand the relationship between the user and the

Free High

engagement Utilises

minimal ICT skills

Suitable for all ages

× Timed- students rush to answer questions rather than reading it carefully

× Not suitable for students who cannot process

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data

5.5 Report on student

achievement

audience, it is best to put theory into practice (Atkins, Cappella, Shernoff, Mehta, & Gustafson, 2017).

eLearning programs that allow students to connect with their teachers and their peers foster a sense of achievement when students compete against each other individually or in teams (Plump & LaRosa, 2017).

Media skills are applied as students concentrate on the aesthetics as well as the content as it allows them to visualise their learning in alternative ways (Raja Yusof et al., 2017). This later promotes students to better describe their vision and ideas when it

Interactive Alternative to

traditional quizzing

Can be used as a hook for the start of the class

Initiates discussion

Provides summative statistics for the teacher

information quickly

× Limited wording as answers

× Requires internet and device usage- a disadvantage for students who are lacking

Seesaw 7 – 10, VCE User-friendly- easy to navigate

Use of ICT Can view work

feed of student progress

Can provide comments (feedback)

High engagement

Visual learning

× Requires time to set up

× Requires internet and device usage- a disadvantage for students who are lacking

× Content must be taught prior to use to maximise use

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comes to explaining their justifications and reflections in their assessment tasks.

Teachers and parents could then follow the student’s journey- made possible due to the tools and skills the student was exposed to in class.

Flexibuzz 9 – 10, VCE

Allows teacher to connect with students in real time (targeted communicatio-n)

Can push out information into their feeds

Use of ICT No sharing of

personal details required

× Sophisticated software- inappropriate for junior secondary

× Teacher cannot track if students have received alerts

LMS, Blackboard, Moodle, Canvas,

Compass, SIMON, Edmodo

7 – 10, VCE

Use of ICT Single portal

used by schools Connectivity

among teachers, parents and students

Allows you to specifically share with certain groups

× Requires time to set up

× School must purchase it

× Navigation may be initially tricky

× Multiple steps to upload content and assignments

× Issues with login may jeopardise lessons

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ReferencesAITSL. (2017). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/australian-professional-

standards-for-teachers/standards/list

Atkins, M. S., Cappella, E., Shernoff, E. S., Mehta, T. G., & Gustafson, E. L. (2017). Schooling and Children's Mental Health: Realigning

Resources to Reduce Disparities and Advance Public Health. Annual Review of Clinical Psychology, 13, 123-147.

Chapman, S., Garnett, S., & Jervis, A. (2011). Improving Classroom Performance: Practical applications for effective teaching and learning:

Crown House Publishing.

Darling-Hammond, L., Wise, A. E., & Klein, S. P. (1995). A license to teach: Building a profession for 21st-century schools: Westview Pr.

Johns, K. (2015). Engaging and Assessing Students with Technology: A Review of Kahoot! Delta Kappa Gamma Bulletin, 81(4), 89.

Lyons, G., Ford, M., & Arthur-Kelly, M. (2010). Classroom management: Cengage Learning.

Malik, M. (2010). Supporting exam revision via Google talk and Examopedia wiki. Paper presented at the Frontiers in Education

Conference (FIE), 2010 IEEE.

Murre, J. M., & Dros, J. (2015). Replication and analysis of Ebbinghaus’ forgetting curve. PloS one, 10(7), e0120644.

Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology

Solution for eLearning Novices. Management Teaching Review, 2(2), 151-158.

Raja Yusof, R. J., Raja Yusof, R. J., Qazi, A., Qazi, A., Inayat, I., & Inayat, I. (2017). Student real-time visualization system in classroom using

RFID based on UTAUT model. The International Journal of Information and Learning Technology, 34(3), 274-288.

TeachThought. (2015). 6 Types of Assessment of Learning. Retrieved from http://www.teachthought.com/pedagogy/assessment/6-

types-assessment-learning/

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