Assessment, Moderation And Reporting: Sample Analysis Of A Student Math Paper

The student sample you chose from the zip folder in the Learnline Assignment 2 zone is this student’s evidence of learning. Show how you assessed it. Part A is not suited to a standard essay format.

Teachers create or collect documentary formats suited to the procedural nature of assessment, moderation and reporting protocols. We covered some similar student samples and teacher-designed recording templates in classes and in your readings so please now create one customised to the task at hand. Imagine what class program and series of learning experiences hypothetically gave rise to a specific and purposeful assessment task to which participant students in your class hypothetically responded.

1. Briefly state the imagined contexts for assessment of the student

2. What standard of student achievement applies to a curriculum-based assessment of this student sample?

3. List the areas of strength evident in this student response, relative to allied program goals (as you framed them in curricula terms, for purpose of thisassignment).

4. State areas for remediation revealed through conducting the Part A assessment. Relative to the purpose for the assessment, the task guidelines, related assessment criteria, and Year level achievement standard(s), what evidence suggested that some areas require furtherremediation?

5. Cite curriculum neatly and completely in text. If using annotations, consider cross-referencing to relevant Australian Curriculum codes, for brevity and clarity. Hybrid versions of Australian Curriculum are acceptable in the assignment response where applicable to your state or territory Department of Education guidelines for teachers.

6. List recommended program adjustments relevant to catering for this student’s continued learning, either via this particular learning journey, or via an imagined forthcoming unit of work, to which information in Part B about coordination of assessment, moderation and reporting

1. Briefly describe the instructional context for assessment inside which recommendations in Part A now get actioned. Consider a graphic organiser such as an annotated flow chart, paragraph, series of bullet points, and/or a table if the Part A description of a program context is insufficient for Part B purpose. If different to Part A, state what specific curriculum content (LMQ 2 content and related objectives/intentions)) and instructional pedagogy (LMQ 3) apply in Part B? Consider assessment resources available nationally and locally to teachers, including intellectual ones such as policies, pedagogical principles and peer reviewed theories and research.
2. Present an”Overview of Assessment, Moderation and Reporting”. EST300 (Part B) specifications for assessment, moderation and reporting should explicitly respond to Learning Management Questions 7 and 8, respectively, and in depth. Explain what proposed assessment, moderation and reporting strategies seem best suited to the imagined unit of work. Part B represents an elaboration of LMQs 7 and 8. Provide details and examples of what purposeful assessment, moderation and reporting protocols will ensue in a unit of work, highlighting strategies which respond to Part A recommendations for the student whose response you assessed. Account for prevailing curriculum, assessment and reporting policies, principles and practices.
3. Justify why and how the proposed assessment, moderation and reporting strategies address reliability and validity concerns in school assessment and reporting. Cite relevant scholarly sources Use terms.
4. Create and present at least four duly labelled, documentary samplesillustrating how either the participant students or you would fulfil key assessment, reporting and moderation responsibilities during and/or by end of a learning journey. Consider different types of and purposed for assessment, teacher-teacher moderation and school-based reporting. Present one documentary illustration for each of them. Create samples customised to the curriculum and assessment context relevant to Part B. 

About the Question

As the child advances in years, he starts to show some interesting improvements in the way they conduct their education. This can only be dismissed only at the ignorance of the highest order since the results are as explicit as possible. This now brings the need for people who spend the most time with these children to be well equipped in the area of a child development process (Klenowski, & Wyatt-Smith, 2010). In this study, Diana will be the center of discussion. She is a 9 years girl who has a great interest in learning. She seems to have a great motivation in this as her teachers have observed. A testimony from her parent’s states that she is not pushed to go to school but she is always excited when this subject is mentioned. We will be mainly be focusing on one of her mathematics paper that was provided to us as a sample. This sample is very rich with information that will help us conduct an assessment of Diana’s learning process with great ease. The sample has primary data that will help us in making a sober and updated conclusion. We will be majorly focusing on the abilities that this child depicts in this sample paper. We will also seek to find the areas that improvement is needed.

With the new curriculum that was introduced by the Australian government, standards of achievement came handy and have been seen to take effect as some of the best tools of assessment. Despite the challenges they came with during their implementation, they have now been appreciated as the best tools that aid an instructor or a teacher to track the growth of the child (Cumming, & Maxwell, 2004). These standard uses the A-E judgment making and is a great aid in reporting on a child’s progress. Earlier, teachers could report at different times of the year but this had to change as this standard required them to make this at the end of each year. They viewed them to be ineffective back then. In the case of Diana, our focus will be on mathematics and this will make us use the F-6 sequence of achievement. This achievement looks the ability of a student to apply the different mathematics skill. The achievement standard is divided in accordance to years since at each level the abilities vary. This standard will help us in determining the strengths and weaknesses of this child.

Diana depicts some strength especially when we relate her paper with the achievements that are expected at the end of the fourth year. Her performance, in addition, is excellent as she rarely struggles. She is also can comfortably differentiate between odd numbers and even numbers. This is evident when we see her being able to solve not only even numbers sums but also them involving odd numbers. He can also differentiate numbers according to their greatness. This is one of the achievement that should be acquired at this level and mostly it’s emphasized by ensuring the child has the ability to recite 1 to 10000. In the 16th question, Diana can with ease rearrange the numbers from the greatest to the smallest. Another greatest achievement is the ability to interpolate written statements and understand what they are asking. Apart from a few, he has shown the ability to know what is required of her in this statements. He also has some few skills in using decimals and fractions. This is however not with efficiency.

Assessment, Moderation and Reporting

The achievement standards help us in pointing out the areas of improvement. There are expectations in each level of the curriculum should be met by each and every child (Klenowski, 2011). According to the 4th level, there are still areas that Diana is lagging behind. Despite her being able to interpret some statements that are written in a statement format, there are still some that seems hard for her to understand such as question 12 and 19. More emphasis, therefore, needs to be put by her teachers in this area. She is also not good in the division and some of the multiplication. She also needs special support in working with fractions. This includes simplifying of the fraction which is an action that integrates division with the fractions. This is evident in the fifth sum where she is unable to simplify the given fraction. In the same area, she also depicts deficiency generally in activities involving fraction such as multiplication and addition.

The curriculum clearly states that by the end of the 3rd year, the child should be in a position to know the difference between addition and subtraction and also be in a position of solving the related question with efficiency (Maxwell, 2002). The child should also be in a position of applying the relevant strategies of multiplication with ease. He/she should also be in a position of representing unit fractions and also represent money values in diverse ways without difficulty. They should see the symmetry of object and also be in a position of interpreting data on maps and also compare and interpret it in the best way possible (Brindley, 1998). As also stated earlier, the child should be in a position of counting from 1 to 10000 without help. This is a sign of a strong memory that can hold data. It is also worth noting that it is in this stage the child is expected to pose the ability to use metrics in his/ her learning.

As mentioned in the remediation section, Diana still needs more support so as to improve on the areas mentioned therein. Her teacher can try to put simple questions that are she can easily solve in statement form. This will be one of the ways to help solve the complex questions that come in statement form requiring her interpretation. In this statements, there should be objects that will attract her attention. This is a challenge for the teacher to know her interests. She also needs more practice in fractions, addition, and subtractions. This will improve her in a short period.

The teaching activity ought to be very strategical as it entails much despite it being viewed to be just simple activity. It calls a teacher to move out of his/her comfort zone all the way to the reach of the children. Here he seeks to know the needs, interests, and preference of the child. Some people may be surprised why all this while all that is needed is to know the need of the child. With the new curriculum, the learning process of a child ought to be carried out in a strategical manner (Rowe, & Hill, 1996). This is only possible by seeking to know the interest of the child and therefore using it as a bridge in the teaching process. For Diana’s case, the fraction, division, multiplication and interpretation of mathematical statement should be brought in a way that marries her interests. Here is a good example, Diana has a special liking to fruits. This is a very key point that can be used by her teacher to teach one of the concepts. That teacher may use oranges to help Diana understand the whole issue of a fraction. This will not only quicken the whole teaching process but also make it a permanent. Research shows that when children’s interest is captured in a teaching, the lesson learned lasts for a long period of time. The other strategy which also revolves around the previous one is about creating a conducive environment in the classroom. This makes learning an exciting process. As the child enjoys learning, it becomes easier for her to absorb concepts (Lindberg, Hyde, Petersen, & Linn, 2010). Another secret will be using of her parents in the learning process. They help a lot as they act as a catalyst in the process. The diagram below explains it all.

Standard of Achievement

The above-mentioned action plans cannot be successful just by themselves, there need to be a follow up that seeks to ensure that they succeed. This will, therefore, therefore, create the need for constant assessment. This will help in the judgment of the progress. As learned earlier, there are two types of assessments and this is summative and formative assessments. Formative tend to be a broader one since it provides information both to the student and the teacher (Yates, Collins, & O'Connor, 2011). In other terms, it can be termed as an assessment meant for learning. It is used in both the beginning and during the period of instruction. The other method that I aim to use is the summative assessment. This is very instrumental in the reporting and certification needs of the students learning judgments. It can also be termed as an assessment for learning purposes. It’s done at the end of the period of instruction and is basically done the teacher collecting the cumulative achievements of the child. These assessments, however, need to be applied with aid of some special strategies to ensure they bare some fruits. In the area of the formative assessment, some of the strategies that will be appropriate will be an authentic task. This is activities that are both genuine and very purposeful. This may include involving the child in shopping to see that he gains the ability to calculate using money values. The other strategy will be the use of conferences where both the parent and the child are involved in assessing the child’s progress. In the summative assessment, the best strategy will be to come up with checklists or even uses the one provided by the curriculum to assess the student’s achievement.

The above-mentioned assessments and strategies are very useful in the assessment and reporting and moderation of a given school. There has been a problem of schools having an unreliable and invalid strategy that leaves them in a worse position than they were in previously. This brings the need of ensuring that any of the strategies meet these requirements before they are implemented (Watt, 2005). To start with, the formative assessment, I have assigned it the most appropriate strategies that can be done with ease and without any hindrance. In other words, the strategies are very actionable. The first one is the use of an authentic task. As it is known, children do not spend all their entire time in the classroom and therefore there is a need for utilizing the time they use in other activities as well. This strategy makes it possible even for parents to be part of the assessment. The other strategy of the same assessment is the use of conferences with both the parents and the students. As mentioned earlier, parents are very key to the learning process of the child and therefore their inclusion would mean a simplified process (Papic, Mulligan, & Mitchelmore, 2011).  The other assessment will be the use of summative and it comes handy with the strategy of using a checklist that takes into consideration the students need. This is one of the most reliable and valid strategies as the checklist is made in consideration of the student level and capability. All said and done, these strategies are valid and reliable to be used in a school set up during the assessment, reporting and moderation activity.

References

Brindley, G. (1998). Outcomes-based assessment and reporting in language learning programmes: A review of the issues. Language Testing, 15(1), 45-85.

Cumming, J. J., & Maxwell, G. S. (2004). Assessment in Australian schools: Current practice and trends. Assessment in Educa

Klenowski, V. (2011). Assessment for learning in the accountability era: Queensland, Australia. Studies in Educational Evaluation, 37(1), 78-83.

Klenowski, V., & Wyatt-Smith, C. (2010). Standards, teacher judgement, and moderation in contexts of the national curriculum and assessment reform. Assessment Matters, 2, 107-131.

Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: a meta-analysis. Psychological Bulletin, 136(6), 1123.

Maxwell, G. S. (2002). Moderation of teacher judgments in student assessment.

Papic, M. M., Mulligan, J. T., & Mitchelmore, M. C. (2011). Assessing the development of preschoolers' mathematical patterning. Journal for Research in Mathematics Education, 42(3), 237-269.

Rowe, K. J., & Hill, P. W. (1996). Assessing, recording and reporting on students’ educational progress: The case for ‘Subject Profiles’. Assessment in Education: Principles, Policy & Practice, 3(3), 309-352.

Watt, H. M. (2005). Attitudes to the use of alternative assessment methods in mathematics: A study with secondary mathematics teachers in Sydney, Australia. Educational studies in mathematics, 58(1), 21-44.

Yates, L., Collins, C. W., & O'Connor, K. (2011). Australia's curriculum dilemmas: State cultures and the big issues. Carlton: Melbourne University Publishing.