Serene Stephens

Assessment 2 - E-Portfolio

17305103

TASK 2: Catering for Diversity

Assessment is a process that consists of the educator gathering and interpreting evidence of
students learning to understand what they know, what they need to learn and how best to teach it
for them to improve learning (Teachers guide to assessment, n.d.). Assessment is the link between
learning outcomes, content and teaching and learning activities. It is used to improve students
learning, inform teaching, assist students in gaining high achievements and provide meaningful
reports on their learning. The Australian curriculum states that all students deserve a relevant and
engaging learning experience that is inclusive of their individual learning needs (Australian
Curriculum and Reporting Authority, 2013).The My Time, Our Place framework or Framework for
School Age Care also supports the belief that all children are given the best opportunities and quality
experiences to personally develop onto responsible citizens (Australian Childrens Education & Care
Quality Authority, 2012).This means that teachers must cater fairly for a diverse range of students
from different backgrounds, religions, cultures and learning styles. The following reflection will
describe artefacts of assessment examples that relate to the Australian Institute for Teaching and
School Leadership Standard 5 Assess, provide feedback and report on student learning (AITSL,
2014). These artefacts were curated over the practicum and include a reflection on how they cater
for diversity.
Think-Tac-Toe (found artefact not from practicum)
The Think-Tac-Toe is a strategy that permits students from a range of year levels to choose the
direction that they want to take to show what they are learning (Dare to differentiate, 2016). It
allows them to explore in a different way and express key ideas and skills of the topic studied
through a variety of activities. There are different levels of understanding in the grid and it
encompasses all subject areas. The students choose three activities on the grid (one activity per row,
column or diagonal) which means that no matter what the students choose they will be able to
address the same KUDs (know, understand and do) as everyone else (Dare to differentiate, 2016). In
this way students are able to show that they know, understand and are able to do what the lesson or
unit has taught (What are kuds, n.d.). The Think-Tac-Toe caters for diversity as the educator can
create the activities which can be based on different learning styles and ways that students are best
able to learn (e.g. auditory, kinaesthetic). Therefore, each student will be able to choose and work
on activities that best suit their individual Think-Tac-Toe (Dare to differentiate, 2016)
learning styles. The Think-Tac-Toe needs to be created in such a way that challenges students to aim
higher in order to avoid students constantly choosing easier activities (Causton-Theoharis, 2010).
This can be done through colour
coding or rules that say they must
go down or diagonal if theyve
chosen a direction a number of
times. The grid can be used to
assess students knowledge in a
range of subject areas by linking
back to the curriculum and
objectives of the lesson to gage
their understanding. CaustonTheoharis (2010) suggests that
students work together with the
teacher to create a rubric to help
students understand the
requirements and make the tasks
more authentic and avoid
assessment bias. The Think-Tac-Toe addresses the AITSL Standard 5 as it allows the educator to

EDPR3005 Professional Studies and Evaluating Learning

Serene Stephens

Assessment 2 - E-Portfolio

17305103

assess students individual understanding by developing a range of activities that assess students
either summative or formatively (AITSL, 2014). Teachers can also provide constructive and targeted
feedback based on each students current needs and finally report accurately on students individual
achievements.
Imaginative Text Assessment Pointers (Curated from last practicum)

The imaginative text assessment pointer was a rubric created by the mentor to assess year 5 and 6
students understanding of the topic taught over a few weeks. The teacher read an imaginative text
throughout the weeks and taught students the structure of an imaginative text such as how to
engage the reader and sequence of events (climax, meaningful resolution etc.). Students learnt how
to use appropriate vocabulary to create effect as well as proper use of language features (tense,
conjunctions, compounds etc.) and punctuation for impact or to enhance meaning. Students edited
their own work and their partners for spelling errors. Imaginative text was taught over several weeks
with engaging activities before students were informed that they would be assessed. Each child was
given the rubric as the teacher explained it in depth, allowing for discussion and questions. They
were informed that they would need to create an imaginative text based on what they had been
taught, their experiences and the story that the class had been reading. The assessment task aligns
with AITSL Standard 5 as it assesses students learning through a summative assessment that links
with the Australian curriculum (AISTL, 2014). Once students complete the assessment the educator
then provides feedback through the rubric with extra notes. The data collected can be used to
moderate students learning and achievement in order to assist in further development. This artefact
also provides a varied approach to reporting which clearly outlines what is required of students
(AITSL, 2014). The actual assessment itself did not cater for a range of diversity but did allow
students to use a choice of media to represent their work such as assorted programs using
technology or different forms of writing techniques. However, it could have catered more for
students that might have learning difficulties by providing them with another rubric option or the
teacher could create a rubric that caters for a range of levels (Competencies and assessment rubrics,
n.d.). Other options could be to give more time for completion or allow students to create an
imaginative text in the format they choose such as a story map, timeline or drawing (student tells
the story by speech) (Catering for diversity using the Australian curriculum, 2014).
Spelling test (Applied by mentor in current practicum)

EDPR3005 Professional Studies and Evaluating Learning

Serene Stephens

Assessment 2 - E-Portfolio

17305103

The spelling tests were designed by both mentors in the classroom for year 2 students. The teachers
worked together to create lists in groups to suit each students abilities from past records, literacy
files, Oxford tests and NAPLAN results. These records showed which band the students were in and
which student was similar to whom. From these records, subsequent tests were done and groups
formed in levels. Words for the weekly informal spelling tests were made from a mixture depending
on the group. Some words came from the
Oxford word list others from current themes in
the class (mathematical vocabulary, science,
health etc.) and current sounds being worked
on. This meant that the teachers catered for
diversity by providing students with a spelling
list that each student was capable of achieving.
Students with learning difficulties were put on a
specific program that focused on building up
their understanding at a lower achievable level
and were assisted by an educational assistant.
When provided with their list students went
through practicing consistently before doing a
short spelling test with the teacher, who
marked and provided immediate feedback. The
spelling test relates to Blooms taxonomy as it
differentiates the content (Tomlinson, 2007). It
identifies students understanding taking notes
to create a plan to address the learning
development before designing a list for the
students to engage in. The artefact uses an informal approach to assessing students learning (AITSL,
2014). A range of assessment strategies were also used to diagnose learning needs while aligning
with the curriculum. It also allowed teachers to provide immediate and effective feedback targeted
at developing students skill. The spelling test gave teachers the means to make consistent and
comparable judgements on individual success as well as moderate and develop further spelling tests
(AITSL, 2014). Finally teachers can report on students development which can be used for future
teachers.

EDPR3005 Professional Studies and Evaluating Learning