Assessment For Student Learning Task One . Our Instructional

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The assessment strategy should state how the subject should be assessed, and subsequent results recorded. It should also state the experience, professional development and qualifications that assessors should hold. Quality assurance requirements, for example internal and external verification or moderation, will also be stated. Organisation may also have an assessment policy which an assessor should familiarise him/herself with.

Please note that this Assessment document has 7 pages and is made up of 3 Sections.

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

Answers to each question are assigned a 1 if answered correctly, and 0 if answered incorrectly. A testing script is provided for each subtest with a number of examples showing commonly given correct and incorrect answers. The examiner’s manual also provides a sample picture card and “good story” example for the examiner to show and read to the student before the story writing subtest is given. Two additional picture cards, one for each form, are provided for the story writing subtest. The examiner’s manual provides specific scoring criteria for each subtest. The contextual conventions subtest and the story composition are spontaneous tests with no ceiling measurement. These two tests are scored after the completion of the story composition. The story is evaluated against 21 specific contextual convention criteria, and 11 story composition criteria, stories under

Generally, when looking at each items vertically, most of the columns start with ones which indicates that this skill was easy for the higher ability students and finish with most of zeros which demonstrates that it was difficult for the lower ability students. In between, there is a mixture of ones and zeroes breaking down in the column. This demonstrates that the items in this task are suitable to use to analyse students’ ability. However, there is an irregular pattern of 1’s and 0’s for the item 1.2. The less able students could get this skill while the more able students could not get it. This may be because these students did not have this skill. Therefore, this item is still suitable to be used to assess the student’s abilities.

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

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The assessment method that I chose was to ask the students questions about what they

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02 Assessment task – Communication and professional relationships with children, young people and adults. Explain why effective communication is important in developing positive relationship In order to contribute to positive relationships, effective communication is vital. By communicating effectively, we are encouraging a good relationship, be it with children, young people or adults. This means we are more likely to talk about things that need to be discussed.

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“To give the people of Australia a shop they trust, delivering quality, service and value.”

A. Describe the assessment tool (test, survey, rubric, etc.) used. Cut and paste your tool below if possible.

Think about your own experiences with assessment. Describe a NEGATIVE experience with assessment from when you were a k-12 student. Specifically, highlight the REASONS you believe your experience was NEGATIVE based on what you have learned in this course.