Escolar Documentos
Profissional Documentos
Cultura Documentos
Table of contents
4. Written explanation 41
4.1 Unit of works central focus 41
4.2 Unit of works content descriptors and achievements 42
standards.
4.3 Understanding by Design approach to curricular planning 42
4.4 The purpose of different assessment types and recording 43
formats
4.5 A rich and creative summative assessment. 45
4.6 Feedback approaches to support student learning.. 45
4.7 Alignment between learning tasks and achievement standards 46
4.8 Reporting to parents about student achievement 46
Page 1 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
5. References 48
6. Appendices 52
Website link:
https://mrchongsteachingphilosophy.weebly.com
Page 2 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Page 3 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Collaborate
with mentor
teacher.
Long Term Goals
Professional Practice By the end of Research a Students learning
Standard 5: Assess, provide 2018, number of data is clearly
feedback and report on I will be able to interpretation identified
student learning confidently techniques and according to the
5.4 Demonstrate the capacity implement a range strategies to objectives and
to interpret student of strategies to evaluate student assessment
assessment data to evaluate interpret student learning. criteria.
student learning and modify data and evaluate
teaching practice (AITSL, their learning to Discuss with Positive and
2014). inform my teaching mentor about my constructive
Page 4 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
All of my chosen goals were based on my conviction to provide high-quality teaching and learning
experiences to all students. This means undertaking ongoing reflection, evaluation and action towards
further developing my professional knowledge, practice and engagement to a standard that reflects
my years of commitment to teaching as indicative of the AITSL standards (2014). I have made
significant progress with the goal of engaging professionally with parents (AITSL, 2014, 7.1). I have
learnt to have a clear, open and non-judgemental approach to communicate with parents regularly
and with the best interest in mind for their child. Key strategies I will consider when building positive
partnerships with parents include: being approachable before and after school (KidsMatterAustralia,
2015a); establishing the use of diary sheets to encourage active and informed parents in their childs
learning (AITSL, 2016); using the S-I-B framework when conducting parent interviews
(KidsMatterAustralia, 2015b); and responding to parent and carer questions with sensitivity and
acknowledgement of their particular needs and values (MindMattersAustralia, 2015).
This goal was chosen specifically because I knew how important partnerships with parents are (ETCR
project, 2011) to an early career teachers sense of efficacy. Furthermore, I felt unprepared and
uneasy to respond to parents questions or concerns as commonly felt by many early career teachers
(ETCR project, 2011). Building this partnership would not only give students the best possible
conditions to achieve excellence in their learning, it would also increase my confidence in engaging
professionally with parents. The next challenge for me is to report to students and parents/carers
(AITSL, 2014, 5.4) in ways that is considerate and fair to all students of diverse backgrounds.
Throughout my readings, I began to discover a range of strategies for reporting student achievements
such as portfolios, school newsletters, open days, classroom visits and assemblies (Brady &
Kennedy, 2009). More importantly, I found that by knowing students SMART goals and
understanding their perceptions of themselves, teachers are able to respond to students with
feedbacks that are both personally directed and criteria-based (Readman & Allen, 2015, p. 38)
(AITSL, 2014, 5.1). Additionally, I have learnt that a comprehensive selection of formative assessment
strategies that is evaluated and adapted is crucial in preventing unnecessary failures before
summative tasks (Readman & Allen, 2015, p. 38).
Page 5 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Positive and
constructive
feedback
received from
mentor
Page 6 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Discuss with
teacher friends or
mentors their
approach to
teaching about
failure.
Request colleagues
to critique their
methods and choice
of physical classroom
environment aspects
in relation with a
supportive and caring
environment.
Module B: Encouraging and By the end of Research team A collection of
developing resilience through 2018, I will games that can be team games to
a range of ways research and played either within implement.
implement a range the classroom or
of strategies to out of the Positive and
provide oval/courts. constructive
opportunities for feedback
students to Create a learning received from
develop their experience for colleagues.
knowledge and students to explore
skills in resilience a range of extra- Students feel
such as facilitating curricular activities; more confident
and encouraging select one that they about
team activities & are interested in; themselves in
extra-curricular and research and managing their
activities (e.g. create a poster of emotions and
sport, dance etc). to showcase it and responding
its benefits. positively to a
variety of difficult
Discuss with scenarios.
Page 7 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
teacher friends or
mentors about
meaningful and
purposeful learning
experiences to
foster resilience in
students.
Request a
colleague to
observe your
lesson or try one of
the team games
with their class with
supporting lessons
on resilience.
Module R: Building By the end of Evaluate health Recognizing who
professional relationships semester 2018, I concepts on is in my support
and identifying my will identify the healthy networks. network and who
mentor/s people in my would be best to
support network. Review BRITE contact and
module B. discuss about
certain topics.
Maintain contact
with those people
in my trust network.
The above goals have been carefully chosen to develop my personal resilience so that I can be a
better role-model to my students. To increase my competency towards a practising teacher it would
be highly beneficial for me to build relationships with those in the same profession. The most
remarkable progress that I have made so far is in identifying strategies that may potentially encourage
students to bounce-back from failures and to learn from them. I have learnt that failure is part of
being human but it is not a final event or a permanent and personal quality but an opportunity to seize
and learn from it (Readman & Allen, 2015, p. 38). In an attempt to help students to move forward,
positive in-class discussions, activities and ongoing feedbacks are vital in promoting a more resilient
mindset in each student (Readman & Allen, 2015, p. 37). The most notable strategies for me include:
focusing on a child's strengths and seeing the positives in situations all the time (schoolatoz, 2011);
helping students perceive mistakes are learning opportunities (schoolatoz, 2011); teaching specific
life skills and providing opportunities for meaningful participation (Henderson, 2012); encouraging
students to move toward their realistic goals regularly even it is small steps (Comas-Diaz et al., n.d.);
encouraging students to and respect others opinions, even if they do not agree; and creating a
classroom environment which respects personal and academic achievement while promoting high
expectations (Commonwealth of Australia, 2014).
Page 8 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
General Capabilities
Literacy Numeracy ICT Critical and Creative Thinking
(GP)
Ethical Behaviour Personal and Social Intercultural Understanding
Cross-curriculum
Priorities (CCP) Aboriginal and TSI Asia and Australias
Sustainability
Histories and Culture Engagement with Asia
Page 9 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Ferdinand Magellan), including their contacts and exchanges with (e.g. brainstorm, KWL chart)
societies in Africa, the Americas, Asia and Oceania, and the impact
on one society (SCSA, 2014a, ACHASSK084).
Develop a range of focus questions to
investigate
Page 10 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Students:
Page 11 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Writing
Knowledge (What are students expected to learn?) Skills (What are students expected to be able to do?)
HASS HASS
Identify the different roles of the Vikings. Brainstorm and identify what they know about Vikings.
The impact of significant Vikings on one or more societies (their Develop a range of focus questions to investigate.
culture and language) ( SCSA, 2014a, ACHASSK084) [concept: Locate and collection information from a variety of sources.
significance] Record selected information and/or data.
Page 12 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Identify different views about the Vikings [concept: perspectives] Develop criteria for selecting relevant information.
Recognise the ethical protocols that exist when gathering Use a wide vocabulary of everyday historical terms.
information and/or data.
English
Plan, draft and publish an informative text (SCSA, 2014b, ACELY1694)
English
Interpret ideas and information in spoken texts for discussion (SCSA, 2014b,
Recognize that Standard Australian English has been influenced by ACELY1687).
many other languages (SCSA, 2014b, ACELA1487). Use of interaction skills (SCSA, 2014b, ACELY1688).
Identify the differences between the language of opinion and the Use of Microsoft Word processing program to construct, edit and publish written
language of factual reporting (SCSA, 2014b, ACELA1489). text (SCSA, 2014b, ACELY1697).
LEARNING OUTCOMES: What relevant goals will this unit of work address?
HASS English
Identify myths and true facts about the Vikings. Identify the difference between fact and an opinion.
Explore who the Vikings were and where they came from. Explore how to write an information report.
Compare between two different views of the Vikings. Identify the purpose of informative texts.
Develop a range of focus questions to research about their chosen Identify and explore the structure of an informative text.
Viking. Students identify the essential features to structure a paragraph.
Explore various ways the Vikings have impacted different societies. Students identify the subject-specific vocabulary in their notes.
Locate and collect information from a variety of credible sources. Organize and transfer their digital notes into personal notes on paper.
Assess sources from the library. Edit their draft with a checklist (CUPS checklist).
Record selected information. Type their good copy of their informative report into google docs.
Respect and reference others' work.
Page 13 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Task description:
Formative assessments:
KWL chart; word wall ; oral questioning; whole-class discussions; multiple choice quiz (Kahoot quiz); exit pass/card; Think-Pair-Share; graphic organizer T
chart; and teacher observations raised hands.
These formative assessments help cater for students across the full range of abilities e.g. word wall helps students with spelling and writing. Extensions
throughout the unit of work enable students to think deeper or wider about the topic.
Summative assessments:
Students are to research a significant Viking and their impact on one or more societies. This information is to be used to write an informative report about
their significant Viking. They are expected to find information about their Viking and take notes in relation to the following big ideas for their body paragraphs
(characteristics, where he/she lives, what he/she does, and achievements) and ideas for their introduction and conclusion. Students will be completing their
own informative report, however, can share their research and findings with someone who has chosen the same Viking. The due date is Week 8 of Term 4.
Assessment Criteria: Derived from Achievement Standard or Content Descriptions and Skills or Scope and Sequence
Researching:
Questioning; note-taking; significance; and different sources.
Writing structure:
Introduction; factual information; paragraphs; and conclusion.
Editing:
Page 14 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Refer to Appendix B
Digital copy and printed copy (pasted onto an A3 coloured backing paper)
Positive, relevant and constructive feedback by helping students to recognize what is working or not working and steps they can take to improve. Examples may include:
During research: Acknowledge students effort. Recognize what is not working and why. Suggest google search tips such as inserting site:edu or other search words on the
word wall.
Self-assessment: (How will students reect upon and self-assess their learning?)
Student checklist (see Appendix A)
Page 15 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
1 What do I know about Vikings KWL chart Word wall used after revisiting brainstorm
Hardcopy
Ask direct questions: Hook (5 minutes): Facilitate a game of guess
using butcher paper
Are you from a character from a Movie? Who am I
Oral
Are you a boy? Are you a girl?
Ask who thinks they know what the theme of Questioning
this lesson will be?
Rule up example of KWL chart in their History
Word wall books:
Learning intention (WALT) Introduce (10 minutes): Title: Vikings Date:
- What I know about Vikings and What Learning intention
K
do I want to know about Vikings Participation in W
Success Criteria (WILF What I am whole-class L
looking for) discussions
- I wrote what I knew about Vikings
Know section of my KWL chart
Page 16 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Students setup their brainstorm page in Quick brainstorm (5 minutes) for the word
their history book. wall. No lines required.
Students have 1 minute to brainstorm as Question prompts: Think what they wear,
many key words relating to Vikings such what they do, places they are from, what are
as longboats, axes, farmers. they like?
Students contribute to the word wall. Ask students (10minutes) to suggest words
Once that word has been used, students to go on the word wall.
cross it out on their page.
Page 17 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Exit pass/card
Learning intention (WALT)
- Explore who the Vikings were and Link to MrChongs website for main activity and
Page 18 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Teacher login
Page 19 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
In groups of 3, students explore the Show (20 minutes) on the IWB how students
different roles of Vikings as a farmer, should write the sub-titles and guiding
trader or seafarer. questions before providing their written
responses in the first three sections of their
page.
Students fold their page into four
sections and write their name, date and
title at the top. Title: Exploring the As farmers
different roles of the Vikings (Guiding questions How do you know
Vikings were farmers? What did they use,
grow or have?
Extra question: Why was it difficult to farm in
Norway?)
http://www.bbc.co.uk/schools/primaryhistor
y/vikings/vikings_at_home/
As traders
(Guiding questions How do you know
Page 20 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
http://www.bbc.co.uk/guides/zw3qmp3
As Seafarers
https://study.com/academy/lesson/vikings-
lesson-for-kids-facts-history.html
Reflection (5 minutes):
In the fourth section of their page, C) Exploring one of their question in their
students write: Vikings are [finish the KWL chart
Page 21 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
4 Vikings raids Looking at the Sagas Hook (10 minutes): Read The Last Viking by
Norman Jorgensen & James Foley.
Oral T chart with Title: Vikings Looking at the Sagas
Key question: How were the Vikings
Questioning Date
perceived in the book?
Learning intention (WALT)
- Compare the different views of Vikings.
Think-Pair- The Last Viking by Norman Jorgensen & James
Success Criteria (WILF)
Share Foley
- I discovered two different views about
the Vikings
Page 22 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Students create T chart to compare the Think Pair Share (10 minutes)
different views of Vikings.
1. Why did the Vikings go on raiding
expeditions?
Page 23 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
ashore?
Extension:
Write a diary entry about your very first
Viking raid. What happened? What were you
thinking? How were you feeling?
Reflect/recap:
5 Intro to informative report writing via Ric Facts and opinion cards about Vikings
Publications
10 minutes) Hook:
Display a number of facts and opinion cards Oral RIC Publications Information report
To identify the difference between fact about Vikings. Students take one card and Questioning
(See Appendix C)
and an opinion (SCSA, 2014b, decide whether their card is a fact or opinion.
ACELA1489) Discuss key differences between a fact and
an opinion [E.g. Objective vs subjective Teacher
language] observations
raised hands Informative text examples for jumbling (See
Appendix D)
Learning intention (WALT)
Page 24 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Page 25 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Description, Conclusion]
(10-15 minutes)
Example informative texts jumbled per
paragraph
Extra:
Create an example together as a class
Page 26 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Page 27 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Page 28 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Info:
Viking culture had a lasting impact on the art,
technology, society, religion, and trade of
every population they encountered
Page 29 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Reflect/recap:
Page 30 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Site: edu
Site: gov.au
Page 31 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
site: org
site: com
Page 32 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
8 Researching Selecting information Hook: Search tips for google video (Curtin
into google docs notes Library, 2014b)
Accountability
Learning intention (WALT) Introduce learning intention check
- Research and record information from
a variety of credible resources
Page 33 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Research time
Accountability check:
9 Mini-lesson on Constructing a Paragraph View Paragraph Structure for Information Sourced from
Modelled writing. Reports (The Quiet Creative, 2015) https://www.teachstarter.com/lesson-
plan/constructing-paragraph-modelled-writing-2/
Students identify the essential features Discuss (5 minutes):
Oral
to structure a paragraph.
What is a topic sentence? What does it tell questioning
us? [Topic sentence: tells us the main idea or
topic of the paragraph]
Page 34 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Page 35 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
(15 minutes)
Prompt students to find the subject-specific
Students identify the subject-specific words in their notes and find dictionary
vocabulary in their notes and begin meanings for them.
finding dictionary meanings using the
dictionary, Chromebooks or tablets.
Students write them in their (5 minutes) Reflect/Recap Rapid fire
questioning:
Page 36 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Page 37 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
12- Editing draft with a checklist (CUPS Hook: Week 8: Reporting students learning to
13 checklist) + typed good copy into google Think-Pair-Share parents/carers via an open day with light
docs. refreshments
If you were a Viking, which kind would you
Learning intention (WALT) be? Why?
- Edit my work using the CUPS method
Page 38 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
(20 minutes)
Page 39 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Students participate by using small card notes to write feedback (requires mini lesson on giving positive and constructive feedback).
Page 40 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Written Explanation
The overarching vision for the above Literacy-based unit of work is to promote the continuity of students development in the study of English (throughout
and beyond their schooling years) (curriculumyoutube, 2016) because it is central to the learning and development of all young Australians (Australian
Curriculum Assessment and Reporting Authority [ACARA], n.d.). English as an academic subject is perceived as a growing body of knowledge that can be
developed by language, literacy and literature (curriculumyoutube, 2016). It enables users to communicate knowledge, ideas and feelings, and build
structure to make their experiences meaningful in the world around them (curriculumyoutube, 2016); help create confident communicators, imaginative
thinkers and informed citizens; provide individuals with opportunities to learn to examine, understand, connect and build relationships with others and
with the world around them; develop reading, writing and spelling skills which help students to develop the knowledge and skills needed for further
studies, development and their future carer; and lastly, to become more ethical, considerate, informed and active members of society (ACARA, n.d.).
Australia is a linguistically and culturally diverse country, therefore, many aspects of Australian life and active participation are dependent on effective
communication in Standard Australian English (ACARA, n.d.). Globally, it is the primary language used in international affairs (Simion, 2012). The
Australian Curriculum: English is in support of nation-building to internationalisation (ACARA, n.d.). The Australian Curriculum: English provides the
framework for students to engage creatively and critically with literature to expand the scope of their experience (ACARA, n.d.). The era of the Vikings
have shaped the Australian society in terms of the English Language, seafaring, religion, skiing and international trading. In early lessons of this unit, the
focus is on the exploration on the era of the Vikings. This link provides key understandings and a contextualized approach to writing an informative report
later in the unit.
Page 41 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
The above unit of works main focus in relation to the English curriculum is on planning, drafting and publishing an informative text (SCSA, 2014b,
ACELY1694). It is supported by a number of sequential lessons that addresses a series of English strands that includes using Microsoft Word processing
program (SCSA, 2014b, ACELY1697); interpreting ideas and information in spoken texts for discussion (SCSA, 2014b, ACELY1687); using interaction skills
(SCSA, 2014b, ACELY1688); understanding that Standard Australian English has been influenced by many other languages (SCSA, 2014b, ACELA1487) and
understanding differences between the language of opinion and the language of factual reporting (SCSA, 2014b, ACELA1489). The main History content
strand for this unit is chosen to complement the English component that explores the journey(s) of at least one world navigator, explorer or trader up to
the late 18th century including their contacts and exchanges with societies in Africa, the Americas, Asia and Oceania, and the impact on one society (SCSA,
2014a, ACHASSK084). The other HASS strands focus on giving students opportunities to develop their ability to question, think critically and communicate
effectively through researching their chosen Viking (SCSA, 2014a).
The Understanding by Design (UbD) framework basically offers a three-stage backward design process for curriculum planning. Firstly, it involves
identifying the desired results of the unit in consideration to the curriculum content standards and expectations. Secondly, the assessment evidence is
identified in reflection to the desired results. Thirdly, the lesson plans and activities are tailor-made to support students towards understanding
Page 42 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
important ideas and processes (ASCD, 2012). Numerous studies have shown that students learning is enhanced when teachers think purposefully about
their curricular planning, which is the core of UbDs framework that understanding comes by design (making intentional decisions) and not by good
fortune (chance) (Wiggins, 2012). The following framework has enabled me (as a practising teacher) to have more options and flexibility in the design of
my activities. This notion of adaptability and variety is advantageous to any practising teacher when selecting activities to meet the diverse needs of
students of the 21st century (ASCD, 2012; Readman & Allen, 2015, p. 251). Additionally, UbD helps to develop students autonomy with six facets of
understanding (the capacity to explain, interpret, apply, shift perspective, empathize, and self-assess) to serve as indicators of understanding (ASCD,
2012).
The use of integrated programming also plays an important role in my curricular planning. It aligns closely with backward planning with the commonality
of looking beyond teaching facts and skills towards developing deeper conceptual understanding in students. These approaches to planning recognize the
richness and transferability towards students learning through the promotion of meaningful connections across subject areas and beyond. These qualities
may help to present mundane tasks like writing an informative report in a more engaging and interesting way. Inquiry models of learning such as Kath
Murdochs (2010) Integrated Inquiry planning model has also influenced my curricular planning with a focus on a big idea on Vikings. This model enables
teachers to think about key skills, strategies, qualities and values that will enrich students on completion of their projects.
Assessment is an integral part of teaching and learning (SCSA, 2014c). It provides teachers with the means to assess fairly and purposefully towards
informative reporting and a school-wide evaluation process (SCSA, 2014c). Each assessment type is chosen intentionally for their design to meet their
Page 43 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
specific purpose. For instance, the KWL chart is initially used at the first lesson to reveal students prior knowledge and their curiosities about the Vikings.
It is also used throughout the unit of plan to help students to reflect on their learning which produces evidence of what they know, what they want to
know and what they learnt in one page. The word wall draws out the subject-specific language that is student driven and changed as students discovery
more about the Vikings. It is also used as a tool that is readable at any time for researching, writing or spelling purposes as it is posted up on the wall of
the classroom. Oral Questioning is used to elicit students thoughts as they develop questions for research, revisit what they have learnt and consolidate
their understanding.
Whole-class discussions are used to distribute information to students, collect information from students and to discover important concepts on their own
(Chizmar & Walbert, 1999). It also broadens their scope of understanding by listening to other ideas and perspectives. Think-Pair-Share offers maximum
participation by students who are able to express or listen to anothers ideas (Reading Rockets, n.d.). It also offers an opportunity for students to work
together to solve a problem or answer a question about an assigned reading or challenge (Reading Rockets, n.d.). Teacher observations focusing on raised
hands help me to quickly gauge students level of understanding on a concept, check for understanding or check where students are at in the process of
writing their informative report. Self-assessment enables the transfer of some of the responsibility for making decisions from teacher to learner, who
assumes a more active role in assessing their own work (Butler& Winne, 1995, as cited in McDonald & Boud, 2003). This is beneficial for students, as
Sadler (1989, as cited in McDonald & Boud, 2003) would argue, as they develop the ability to determine quality using multiple criteria when given
opportunities for guided but direct and authentic evaluative experience.
Page 44 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
The summative assessment is innovatively designed for a three-fold purpose. Firstly, it produces an informative report on a significant Viking. Secondly, it
extends students researching and writing skills for the purpose of reproducing subsequent informative texts that utilize factual language on a range of
topics. Thirdly, it develops students skills and knowledge like that of researchers and non-fiction writers. The acquisition of these skills could mean an
increase of career opportunities for students later in life (Edutopia, 2012). In completing the summative assessment, students learn to locate and collect
evidence in support of their research and draw reasoned conclusions. They develop a range of thinking skills such as questioning, evaluating (credible
sources), sequencing (in researching and writing) and comparing (factual information from a variety of sources) (SCSA, 2014c). These developed skills from
researching to writing would equip students with the tools for life-long learning and subsequent development towards pursuing their dreams.
My approach to feedback is to become more responsive to the unexpected ways students may reveal their thinking and utilize this insight as a basis for
extending or redirecting teaching (SCSA, 2014c). I am working towards establishing an ongoing two-way interaction between student and teacher that
aims to support and extend student learning by providing positive, relevant and constructive feedback in a timely manner (Australian Institute for
Teaching and School Leadership [AITSL], 2014, 5.2; Readman & Allen, 2015, p. XXII). This communicates and directs students to recognize what is working
or not working and what they can do to improve before the final product. For example, if a student was doubtful about the researching process I would
encourage them to find out using the skills taught in class such as identifying key words or using google search bar to find credible websites. I would
monitor and follow-up on the student in question and provide sincere feedback that is task-oriented and specific [Feedback, n.d.). My other strategies in
Page 45 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
extending students learning include the use of self-assessment, comment-only marking and reflecting questioning (New Zealand Ministry of Education,
2009).
The learning tasks are chosen in direct relation to the achievement standards because this unit of work was planned with the Understanding by Design
framework. My initial learning task is focused on drawing out students prior knowledge and curiosities about the Vikings using a KWL chart. This is
followed by learning tasks that involve exploring who the Viking were and where they came from to more high-order thinking questions by examining the
different views of the Vikings according to the Sagas. As students begin their research project, they are encouraged to develop high-order thinking
questions, which will lead to more detailed facts about their significant Viking. Each of these lessons within my unit of work are supported by meaning
and understanding-based instructional strategies, an approach that research has shown to make a difference in learning (McTighe & Seif, 2011, p. 11). For
example, my lessons include the use of graphic organizers, higher order questions, asking students to explain their thinking, and the use of specific reading
strategies that enlarge vocabulary and student conceptual frameworks (McTighe & Seif, 2011).
The criteria for effective reporting to parents begins with establishing positive relationships with parents early on in the year via email, face to face or
phone conversations (KidsMatter, 2015a). This starts the relationship with a positive tone, which will make addressing any problems in school less
intrusive to the parent. Secondly, it is taking the time to send regular updates of their childs learning, achievements in class or a letter to introduce the
Page 46 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
terms plan of work for each subject. It could potentially be in-class activity where students create a post card for the teacher to post a card home to
parents (KidsMatter, 2015a). Thirdly, it is about getting parents involved where possible to build a strong parent-teacher partnership like with homework
and rich tasks that students are working on in class. The first reporting method of sending school newsletters about the upcoming term events and
program partly contributes to setting the scene with establishing first contact with new parents. The second reporting method that involves informing
parents/carers about the open day with light refreshments is an opportunity for them to visit the class and see their childs informative report as well as
the work done during the process such as note-taking and use of the self-assessment checklist. The third reporting method of sending letters home and
followed up with a call ensures parents/carers are aware if their child will be receiving an award at the assembly.
Page 47 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
References
Australian Curriculum Assessment and Reporting Authority [ACARA]. (n.d.). Retrieved from https://www.australiancurriculum.edu.au/f-10-
curriculum/english/rationale/
Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian Professional Standards for Teachers. Retrieved from
https://legacy.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
AITSL. (2016, April 19). Two-way communication [Video file]. Retrieved from https://www.youtube.com/watch?v=08NS3ppMBDo
Brady, L., Kennedy, K. (2009). Celebrating student achievement: assessment and reporting (3rd ed.). Frenchs Forest, NSW: Pearson Education
Australia.
Chizmar, J. F., & Walbert, M. S. (1999). Web-based learning environments guided by principles of good teaching practice. Retrieved from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.529.9699&rep=rep1&type=pdf
Comasz-Diaz, L., Luthar, S. S., Maddi, S. R., ONeil, H. K., Saakvitne, K. W., & Tedeschi, R. G. (n.d.). The Road to Resilience. Retrieved from
http://www.apa.org/helpcenter/road-resilience.aspx
Commonwealth of Australia. (2014). Promoting resilience and wellbeing. Retrieved from http://himh.clients.squiz.net/response-ability/home/fact-
sheets-and-podcasts/promotion-and-prevention?a=10538
Curriculumyoutube. (2016, Nov 14). Curriculum introduction english [Video]. Retrieved from
https://www.youtube.com/watch?v=y31oLP2JqC8&feature=youtu.be
Page 48 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Curtin Library. (2014a, February 18). Finding and using information on the internet [Video file]. Retrieved from
https://www.youtube.com/watch?v=jzRYnxvO3Ig
Curtin Library. (2014b, February 18). Search tips for Google [Video file]. Retrieved from https://www.youtube.com/watch?v=zxZuhgiKYXs
Edutopia. (2012, June 10). Authentic assessment at school of the future [Video file]. Retrieved from
https://www.youtube.com/watch?v=9l5m66Y607U
ETCR project. (2011, April 18). ECTR Video 7 Relationships Dr Rosie Le Cornu [Video File]. Retrieved from
https://www.youtube.com/watch?v=tRdNPpzN-Vs
Henderson, N. (2012, November 17). How Resiliency Happens with Nan Henderson [Video file]. Retrieved from
https://www.youtube.com/watch?v=x0AHSafF2i4
Jepsen, B. A. (n.d.). Old norse words in the english language. Retrieved from http://www.mydanishroots.com/history-culture-heritage/the-danish-
language-old-norse-words-in-english.html
KidsMatterAustralia. (2015a, March 4). Building relationships [Video file]. Retrieved from https://www.youtube.com/watch?v=Ew8fp5FxwpU
Page 49 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
KidsMatterAustralia. (2015b, March 25). Responding to parent and carer questions the S-I-B model [Video file]. Retrieved from
https://www.youtube.com/watch?v=qZSRBkhtStA
McDonald, B., & Boud. D. (2003). The impact of self-assessment on achievement: the effects of self-assessment training on performance in external
examinations. Assessment in Education, 10(2), 209-220.
http://dx.doi.org/10.1080/0969594032000121289
McTighe, J., & Seif, E. (2011). Teaching for meaning and understanding A summary of underlying theory and research. Retrieved from
http://jaymctighe.com/wordpress/wp-content/uploads/2011/04/A_Summary_of_Underlying_Theory_and_Research2.pdf
MindMatterAustralia. (2015, March 15). Module 3.3 Sharing concerns with parents [Video file]. Retrieved from
https://www.youtube.com/watch?v=9Bv7x-N3zKI
New Zealand Ministry of Education. (2009). Effective Feedback [PowerPoint Slides]. Retrieved from
https://assessment.tki.org.nz/content/download/2520/19023/version/4/file/Effective%2Bfeedback.ppt
NutshellEdu. (2014, March 4). The Vikings In a nutshell [Video file]. Retrieved from https://www.youtube.com/watch?v=3xIy7FoiaQY
Readman, K. & Allen, B. (2015). Practical planning and assessment. South Melbourne, VIC: Oxford University Press.
Page 50 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
schoolatoz. (2011, April 18). School A to Z Building your childs resilience [Video file]. Retrieved from
https://www.youtube.com/watch?v=ote4O3XTZUU&feature=youtu.be
School Curriculum and Standards Authority [SCSA]. (2014a). Humanities and social sciences: Year 4 syllabus. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/humanities-and-social-sciences
School Curriculum and Standards Authority [SCSA]. (2014b). English v8.1: Year 4 syllabus. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8
School Curriculum and Standards Authority [SCSA]. (2014c). Principles of teaching, learning and assessment. Retrieved from
https://k10outline.scsa.wa.edu.au/home/principles/guiding-principles/teaching-learning-and-assessment-principles
Simion, M. O. (2012). The importance of teaching english in the field of tourism in universities. Retrieved from
http://www.utgjiu.ro/revista/ec/pdf/2012-02/23_simion%20otilia.pdf
Wiggins, G. (2012, Feb 10). What is UbD? Grant Wiggins Answers, with Video Cases [Video file]. Retrieved from
https://www.youtube.com/watch?v=WsDgfC3SjhM&feature=youtu.be
Page 51 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Appendices
Appendix A - Overview Informative Report adapted from informative text & CUPS editing
Informative Report Writing: Self-assessment checklist
Name:__________________________ Topic:_____________
Guidelines Check
Researching
Questioning I have developed a range of questions to guide my research
Note-taking I have selected relevant notes about my chosen Viking
Significance I have included facts about my chosen Vikings impact to one or more societies
Different sources I have researched my topic using books, the internet and other credible sources.
Writing Structure
Introduction I have included an introduction to identify and classify the topic.
Factual information My informative report contains detailed facts about the topic.
Paragraphs I have used paragraphs and sub-headings to organize my information.
Conclusion I have completed my text with a conclusion and concluding statement which sums up the information
presented.
Editing
Capitalization Each sentence begins with a capital letter.
All proper nouns are appropriately capitalized (names of specific people, places, or objects, e.g. London,
Brad, Diary of a Wimpy Kid).
Usage and Grammar The verbs and subjects agree throughout the entire text, i.e. they were, he was, etc.
All sentences are complete sentences that are easy for the reader to understand.
Punctuation There is punctuation at the end of every sentence (full stops)
When you read the text aloud, there are commas, colons, and semi-colons at the appropriate places (where
Page 52 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Appendix B - Overview Informative Report adapted from informative text & CUPS editing
Informative Report Writing: Assessment checklist (Teacher)
Name:__________________________ Topic:_____________
Researching
Questioning Researcher can independently Researcher can Researcher identifies, with some help, at
identify at least 4 reasonable, independently identify at least 3 reasonable ideas/questions to
insightful, creative ideas/questions least 3 reasonable research.
to research ideas/questions to
research.
Note-taking Researcher selects relevant notes Researcher selects mostly Researcher selects mostly relevant notes
about their chosen Viking relevant notes about their about their chosen Viking with some
chosen Viking assistance.
Significance Researcher includes 2 facts about Researcher includes 1 fact Researcher includes 1 fact about their
ACHASSK084 their chosen Vikings impact on about their chosen Vikings chosen Vikings impact on one society with
one society. impact on one society. some help.
Different sources Researcher uses 3 or more Researcher uses 2 or more Researcher uses 2 or more credible
credible sources including book credible sources. sources with some help.
Page 53 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Page 54 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
When you read the text aloud, When you read the text When you read the text aloud, there are
there are commas, colons, and aloud, there are often sometimes commas, colons, and semi-
semi-colons at the appropriate commas, colons, and semi- colons at the appropriate places (where you
places (where you paused colons at the appropriate paused naturally).
naturally). places (where you paused
naturally).
A comma separates each item in a A comma separates each A comma separates each item in a list
list, i.e. apples, oranges, and item in a list most of the sometimes.
grapes. time.
Titles of books, movies, poems, Most titles of books, Some titles of books, movies, poems,
newspapers, and so on are movies, poems, newspapers, and so on are appropriately
appropriately underlined, newspapers, and so on are underlined, italicized, or placed in quotation
italicized, or placed in quotation appropriately underlined, marks.
marks. italicized, or placed in
quotation marks.
Spelling All words used in the text are Most words used in the Most words used in the text are spelled
spelled correctly. Any words in text are spelled correctly. correctly with some help. Student attempts
question were looked up in a Student attempted to look to find the words in a dictionary.
dictionary. most words in a dictionary.
Page 55 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Page 56 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Page 57 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Appendix G
Page 58 of 59
17092492 Kesta Chong Assessment 2: ePortfolio
Page 59 of 59