Annotations: This assessment task demonstrates understanding of students' intellectual development, learning processes and needs (focus areas 1.1.1 and 1.2.1). This evidence also demonstrates the inclusion of a specific strategy to support the achievement of a diverse range of students, including students with disability and diverse socio-economic and cultural backgrounds (focus areas 1.3.1, 1.5.1, 1.6.1 and 4.1.1). This task also demonstrates understanding of organising curriculum content for summative assessment, integrating responsible and ethical ICT use into assessment and developing criteria that support accurate feedback and consistent assessment (focus areas 2.2.1, 2.3.1, 2.6.1, 4.5.1, 5.1.1, 5.2.1 and 5.3.1).
Annotations: This modelled response for the assessment task above demonstrates understanding of students' learning needs and processes and of strategies to support students with diverse learning needs, backgrounds and abilities (focus areas 1.2.1, 1.3.1, 1.5.1 and 1.6.1)
Justification - Sample 6
Standard 1: 1.1.1, 1.2.1, 1.3.1, 1.5.1 and 1.6.1 This assessment task was designed by me during my EPT329 placement and approved by my supervising teacher for the Stage 5 Term 2 summative assessment task. The task was designed to differentiate for the range of student abilities and backgrounds across Stage 5, including students achieving above and below Stage level, students with learning disabilities and students with very low attendance and motivation. Graphic organisers help learners to organise and construct knowledge and develop critical thinking skills (Kivunja, 2014, p. 437). The graphic organiser included in the assessment task was completed in class with the students, ensuring they completed and submitted this part of the assessment task. Student also had some class time to work on the visual presentation. The modelled response provided a scaffold for the diverse range of students to better understand the visual presentation and complete this part of the task.
Standard 2: 2.2.1, 2.3.1 and 2.6.1 This assessment task demonstrates the ability to draw outcomes and content from the curriculum documents and integrate them into a summative assessment task.This task provides students with the opportunity to consolidate their knowledge, in addition to demonstrating their achievement of the outcomes. The task also integrates ICT, increasing student engagement and opportunities for demonstrating skills and knowledge in a creative manner.
Standard 5: 5.1, 5.2 and 5.3 This is a formal summative assessment task including a detailed marking rubric. This rubric ensures that the assessment of students’ work is consistent and accurate, and that feedback given to students is constructive and identifies both strengths and areas for improvement.