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