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ASSESSING STUDENT LEARNING AND REFLECTION


Author: Matthew Logan
Student No: s267959
Date: 18 April 2014
GDTL Unit: ETP425 A1



All Governments recognise the importance of quality assessment and timely feedback in improving
student achievement. Quality assessments delivering valid and reliable data are critical accountability
tools for education authorities in their efforts to improve performance.

- ACARA SCSEEC, 2013


The key purpose of this paper is to critically analyse and assess a sample of student work in order to
understand the implications of assessment and inevitably improve student learning. This will be achieved
within a two-part process. Part A will focus on evaluating a persuasive text written by a year 11 student,
using Victorian Curriculum documents as the jurisdictive authority for justification. Within this section, the
students areas of strengths will be highlighted as well as areas requiring remediation. A hypothetical rubric
will be constructed, based on national curriculum samples, and a final grade will be given to the students
work. The latter part of this paper will be a reflection on learning. Part B will consider assessment and
reporting in Australia, including an understanding of key principles and ideologies. This will be followed by
various questions regarding issues of assessment, and an explanation of its relevance to todays teaching and
learning environment.



PART A: EVALUATION OF WORK SAMPLE

Assessments means being ever alert to where children are, how they are responding to lessons and activities,
and how they are or are not progressing. It is based on developing a relationship with students, knowing who
they are, and being interested in who they are to become (Brady & Kennedy, 2009, p. 11).

The following sample, devised by an Australian year 11 student, is a persuasive article written with an
intention to raise awareness of celebrity status and the epidemic of deprecating body image that has plagued
our western society as of late.









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