"

#$%%&'( )*+$, -."/010

"
#$%%&'( )*+$, -./"010



"
#$%%&'( )*+$, -./0121






Celebrities: Infamous Influences or Reliable Role Models?
Criteria Score Annotations
1. Audience 4
Good use of language to persuade the reader why youth should not
solely look to celebrities as role models.
2. Text Structure 5/4
All structural components (introduction, body, conclusion) are
evident. Coherent and controlled argument throughout the article.
3. Ideas 5 Article maintains solid theme with various supporting arguments.
4. Persuasive
Devices
3
Some devices used to persuade the audience. Stronger research
may have assisted. A quote by a significant philanthropist could
have been used in the conclusion to justify why these people are
better role models for youth.
5. Vocabulary 5
Vast range of vocabulary used to justify position. Good use of
articulation.
6. Cohesion 4
Controlled cohesiveness is present. Would have liked to have seen
a strong ending to the introduction to keep audience willing to
continue onto the body. For example, Is this what we want for
our future generation?
7. Paragraphing 5 Logical construction of paragraphs.
8. Sentence
Structure
4/3
Mostly correct sentences with meaning predominantly clear. Some
need to be revised as they are either too long, or hard for the reader
to decipher meaning.
9. Punctuation 3
Punctuation mostly correct, however some insufficient use,
including comma usage and capital letters.
10. Spelling 4 Wide range of vocabulary with correct spelling.
OVERALL
GRADE:
B
Overall, an impressive persuasive article about an
important, current topic. Well done!





"
#$%%&'( )*+$, -./0"1"






PART B: REFLECTION PRACTICE

If assessment is to be an integral part of learning, then the marking process must produce clear, specific,
meaningful feedback that students can use to improve their learning. (Killen, 2005, p. 213). In my opinion,
this idea of providing constructive feedback is the most important part of assessment and reporting in order
for students to reap any benefits of the process. It is vital that assessment is valid, reliable, consistent and
fair, so that all teachers can be accountable for their choices in marking. In this particular sample, I thought
using an analytic rubrics was the most appropriate form of marking, with a final A-E grade given as an
overall symbol. Although my approach to teaching is one of holistic manner, I believe for assessment such
as essay/report writing, it is applicable to grade each component of the task separately (analytical approach).
This will give the students a greater understanding of the various parts of writing, which will help develop
their skills in order for writing to come naturally in later years. This was my reasoning for the use of analytic
rubrics. In terms of an overall mark from A-E, this was for simplicity. Most parents (and many teachers)
view marks or letter grades as a useful overall summary of students learning (Killen, 2005, p. 218). They
assume that marks are accurate reflections of students learning and that they provide a suitable basis for
comparing the achievements of students. I believe allocated marks should be given in conjunction with
qualitative feedback in order to produce the greatest educational value for students.

REFLECTIVE QUESTIONS:
1. Have you provided comments and feedback that are constructive so that the students understand
where they can improve and develop their skills?

2. Have you provided feedback that is valid, reliable, consistent and fair across the board?

3. If you are unsure about a certain issue, is it appropriate to ask another teacher to cross-check your
marking?
These three questions help to ensure that assessment provides just and equitable outcomes for all students. I
plan to reflect on these questions after marking each student to make sure I am giving the best value for
learning. For this reason, these questions can be used as a checklist for marking criteria.









"#
$%&&'() *+,%- ./01232






REFERENCES


Australian Curriculum, Assessment & Reporting Authority ACARA (2013). National Assessment
Program Literacy and Numeracy (NAPLAN) Persuasive Writing Marking Guide 2013, ACARA
Education, Retrieved from
http://www.nap.edu.au/verve/_resources/Amended_2013_Persuasive_Writing_Marking_Guide_-
With_cover.pdf#search=persuasive%20marking

Australian Curriculum, Assessment & Reporting Authority ACARA (2013). Principles for National
Online Assessment October 2013, Standing Council on School Education and Early Childhood
SCSEEC, Retrieved from
http://www.acara.edu.au/verve/_resources/Principles_for_National_Online_Assessment.pdf

Brady, L. & Kennedy, K. (2009). Celebrating Student Achievement: Assessment and Reporting. (3
rd

Edition). Frenchs Forest NSW, AUS. Pearson Education Australia

Killen, R. (2005). Programming and Assessment for Quality Teaching and Learning, Southbank Victoria,
AUS. Thomson Learning

Victorian Curriculum and Assessment Authority VCAA (2014). Victorian Certificate of Education (VCE)
English/English as a Second Language Study Design [2007-2015], State Government of Victoria,
Retrieved from http://www.vcaa.vic.edu.au/Documents/vce/english/English-ESL-SD-2007.pdf

Victoria Curriculum and Assessment Authority VCAA (2014). VCE English/English as a Second
Language Assessment Handbook [2008-2015], State Government of Victoria, Retrieved from
http://www.vcaa.vic.edu.au/Pages/vce/studies/english/index.aspx