Assessment Portfolio

1. +
Assessment Portfolio
Bronwyn Sharpe

2. +
Today’s Session
Assessment Overview
Components & Criteria
Yr 3 Assessment Task & Critique
Your Feedback

3. +
Feedback on...
What are your thoughts on this assessment task?
- alignment
- complexity
- suitability
Suggested improvements or considerations regarding
- the assessment task
- the rubric design
- peer feedback sheets
- self reflection sheet
What is something you will take away from today’s session?
Any other comments?

4. +
What?
‘......the gathering and analysing of
information about student
achievement.’
(Duchesne, McMaugh, Bochner, & Krause, Kerri-Lee 2013, p.
476)

5. +
How?
observationslearning
conversations
products students
create (including
test results)

6. +
https://www.youtube.com/watch?v=Lhe6BmwvmVQ

7. +
Why?
❖ measure individual student achievement
❖ evaluate programs & policies
❖ assist student learning
Summative assessment tasks can also provide formative feedback - serve a dual purpose.

8. +
Formative Assessment
Information is used to modify teaching and learning
activities to improve student achievement.
‘...strengthening the practice of formative assessment produces significant
and often substantial learning gains.’ (Black & Williams, 1998 p.3)
Develop
● a culture of learning
● a belief in student potential
● self and peer assessment & self-reflection
● activities to show learning & enable discussion
● *clear learning targets for all
● *quality feedback

9. +
‘The purpose of feedback is to reduce the gap between current and
desired states of knowing.’ (Hattie & Yates p.67)
Powerful when
● learners know what success looks like - clear criteria
● it focuses on the task - away from self
● provides information & strategies - not praise
● is targeted at different levels
● offers the right level of challenge
● engages learners to set goals - self assessment & reflection
● peer feedback is harnessed
● + outweigh -
● improves teacher practices
Feedback

10. +
How does it look?
What will I be able to
do by the end of this
lesson?
What do I need to do to be
successful?
What does best work look
like?
What needs improving and
what steps will I take?
How does my work compare to
the criteria?
How will I use my feedback to
improve?
What do I need to do next?
If I could do this again I would….

11. + Criteria for
Evaluating Assessment
Tasks
Validity
- Does it measure what it intends to measure?
Reliability
- Consistency - would the results be similar if another person
scored the assessment or the task was re-taken?
Fairness
- Does the content, context and performance expectations
reflect knowledge, values and experiences that are familiar and
appropriate to all students?
Authenticity
- Is the learner able to demonstrate learning outcomes in a
situation which is close to a real world context?

12. +
ACARA Outcomes
Health
Personal, Social and Community Health
• Identify and practise strategies to promote health, safety and wellbeing
(ACPPSO36)
Communicating and interacting for health and wellbeing
• Discuss and interpret health information and messages in the media and on
the Internet. This includes viewing ‘The Australian Guide to Healthy Eating’ to
identify healthier food choices. (ACPPS039)
English
Language - Literacy – Creating Texts
• Plan, draft and publish imaginative, informative and persuasive texts
demonstrating increasing control over text structures and language features
and selecting print, and multimodal elements appropriate to the audience and
purpose (Compose visual texts, understand how visual elements create
meaning, understand learning area vocabulary) (ACELY1682)
• Reread and edit texts for meaning, appropriate structure, grammatical choices
and punctuation (ACELY1683)
The Australian Curriculum v7.4 (2015)

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ACARA Outcomes
Mathematics
Measurement and Geometry - Shape
- Makes models of three-dimensional objects (ACMMG063)
Technology
Design and Technologies Processes and Production Skill
- Selects and use materials, components, tools and equipment using safe work
practices to make designed solutions e.g creating a template (ACTDEP016)
Performance Standards
By the end of Year 4, ……...Students interpret health messages and discuss the
influences on healthy and safe choices. They understand the benefits of being fit and
physically active. They describe the connections they have to their community and
identify resources available locally to support their health, safety and physical activity.
…….They use decision-making and problem-solving skills to select and demonstrate
strategies that help them stay safe, healthy and active…….

14. +
● Task sheet
● Co-constructed checklist created in previous lesson
● Success criteria - Rubric
● Feedback Sheets
● Topic books containing previous learning, relevant information
● Collected examples of cereal boxes
● Art & craft materials eg cardboard, pencils, rulers, glue
● Self - Reflection sheet
Resources

15. +
● investigated 3D shapes
● viewed & responded to texts - The Australian Guide to Healthy Eating
● identified & listed healthy food choices according to the food pyramid by sorting
school snacks, lunches, canteen orders
● collected data about breakfast cereals eaten at home through surveys
● viewed on the internet the production of breakfast cereals
● analysed language features & vocabulary of health messages in the media
● analysed information & features of cereal boxes brought in from home to co-
construct a checklist (advertising, nutrition panels,, ingredients, company details,
logos, heart tick etc)
● discussed and defined subject specific vocabulary such fats, sugars, fibre
Prior Learning

16. + Yr 3 Assessment Task

17. +
Yr 3 Assessment Task
Learning Targets Success Criteria
To sketch out plan of each panel on the cereal
box as a draft.
- fill in all panels using the Product Information
- checklist as a guide
- check my work against the rubric
To participate in a ‘gallery walk’ to offer peer
feedback on designs.
- view 3 other people’s products
- use the rubric to discuss and decide on feedback
- write feedback on the sheet provided
Do second thinking on the product design. - read through the feedback sheet
- see peers about feedback if needed
- make changes to my design
- re-check my design against the rubric
To draw and cut out the net of a 3D shape for a
breakfast cereal box.
- make a suitable size 3D shape
- measure and drawn it accurately using a ruler
- cut, fold and check to make sure it fits together
To make the good copy cereal breakfast box. - use my draft plan create my good copy design
- check my design against the rubric
To reflect on my learning for this task. - discuss my final product with the teacher
- complete the self-reflection sheet of 2 stars
and a wish.

18. +
Rubric
What will it look like?

19. +
Feedback
Peer Teacher

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Self-Reflection

21. +
Critique
Validity
- I think there is strong alignment between the Outcomes, Task and Set Targets
- From the products created, class observations and conversations, I will be able to gain
information about the students’ understanding of healthy foods, visual texts, visual messages,
3D shapes/features and how templates are used in design.
Reliability
- The use of a rubric will help ensure greater consistency in marking across the students’ work.
- If another teacher was to mark the work, the rubric would offer greater consistency, however
there could still be a degree of subjectivity as some criteria may be open to interpretation.
Fairness
- Yes, I think this assessment task is designed so all students can access the information
required to demonstrate the learning outcomes. Prior learning has occurred to build required
knowledge and skills.With this class, the students can relate to eating breakfast.
Authenticity
- Yes, eating breakfast cereals, watching adverts on TV and going into supermarkets are
familiar life experiences.
- Students also use their judgement when selecting breakfast cereals at home.
- Developing critical thinking skills and an understanding how information is presented can help
students to make informed choices about food & nutrition.

22. + Critique
Elements
included.
Task
https://wglink.pbworks.com/f/Bloom%27s%20Revised%20Triangle%20Color.jpg

23. +
Feedback
PLEASE RECORD YOUR COMMENTS IN THE SECTION BELOW
Thank You ☺
What are your thoughts on this assessment task?
- alignment
- complexity
- suitability
Suggested improvements or considerations regarding
- the assessment task
- the rubric design
- peer feedback sheets
- self reflection sheet
What is something you will take away from today’s session?
Any other comments?

24. +
References
Black, Paul & William, Dylan 1998, 'Assessment and classroom learning', Assessment in Education:
Principles, Policy & Practice, vol. 5, no. 1, pp. 7-74.
Black, Paul & William, Dylan 1998, 'Inside the black box: raising standards through classroom
assessment',
Phi Delta Kappan, vol. 80, no. 2, pp. 139-153.
Darr, Charles 2005, 'A hitchhiker's guide to reliability', Set: research information for teachers, no. 3, pp.
59-60.
Darr, Charles 2005, 'A hitchhikers guide to validity', Set: research information for teachers, no. 2, pp. 55-
56.
Duchesne, Sue, McMaugh, Anne, Bochner, Sandra & Krause, Kerri-Lee 2013, 'What is assessment?
[extract from chapter 12: Assessment and reporting]', in Duchesne, Sue, McMaugh, Anne, Bochner,
Sandra & Krause, Kerri-Lee ,
Educational psychology: for learning and teaching, 4th edn, Cengage Learning, South Melbourne, Vic.,
pp. 476-490.
Hattie, John & Timperley, Helen 2007, 'The power of feedback', Review of Educational Research, vol.
77, no. 1, pp. 81-112.
Hattie, John & Yates, Gregory C. R. ‘Visible Learning and the Science of How we Learn’ chapter 8 pp.
64 - 7

25. + References
Pellegrino, James W, Chudowsky, Naomi & Glaser, Robert 2001, 'The nature of assessment and reasoning
from evidence', in National Research Council (U.S.). Division of Behavioral and Social Sciences and Education.
Committee on the Foundations of Assessment, Pellegrino, James W, Chudowsky, Naomi & Glaser, Robert
(eds.), Knowing what students know: the science and design of educational assessment, National Academy
Press, Washington, DC, pp. 37-56.
Popham, W James 2009, 'Assessment literacy for teachers: faddish or fundamental?', Theory into Practice, vol.
48, no. 1, pp. 4-11.
ACARA Australian Curriculum, The Australian Curriculum v7.4 Retrieved on 21 March 2015 from
http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1#level3-4
ACARA Australian Curriculum, The Australian Curriculum v7.4 Retrieved on 21 March 2015 from
http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level3
ACARA Australian Curriculum, The Australian Curriculum v7.4 Retrieved on 21 March 2015 from
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#level3
ACARA Australian Curriculum, The Australian Curriculum v7.4 Retrieved on 21 March 2015
http://www.australiancurriculum.edu.au/technologies/design-and-technologies/curriculum/f-10?layout=1#level3-4
Revised Bloom’s Taxonomy Retrieved on 20 March 2015 from
https://wglink.pbworks.com/f/Bloom%27s%20Revised%20Triangle%20Color.jpg
Students Funny Test Answers! DeoGratias570 August 2012 – YouTube Retrieved from
https://www.youtube.com/watch?v=Lhe6BmwvmVQ