ETP425 Teaching & Learning 3 (Assessment and Reporting)~Semester 1 2014~ Assignment 1 Result

Name: Mark Smith Assessor: Karen Sinclair Date returned: 30 May 2014 Result: Pass

ETP425 ratings represent the closest possible match between the evidence within your submission and the indicators of achievement against
each criterion in the assessment rubric below, taking into account the advertised ETP425 Unit Outcomes and CDU Graduate Attributes
Criteria Unsatisfactory Satisfactory
Part A Evaluation of a work
sample
Student strengths are not outlined or there is no evidence
to support the claim.
There is no reference to relevant learning outcomes and
curriculum documents
Areas of where outcomes have not been met were not
identified or discussed in any detail.
Ways to support student achievement of the learning
outcomes are not discussed
Student strengths are identified and evidence is provided to
support claims regarding student achievement
Relevant curriculum learning outcomes and documents have
been identified
Areas of where outcomes have not been met are identified and
discussed.
Possible ways to support student achievement of the desired
learning outcomes are provided and explained.
Part B Reflection Reflections on your assessment of the student work
sample are not provided or not related to issues raised in
this unit.
Answers to the questions can be found in the text or are
not related to contemporary assessment practices in
schools.
Reflections on your assessment of the student work sample
demonstrate knowledge of keys ideas and theories on
assessment.
Questions are insightful and demonstrate an awareness of the
complexity of contemporary assessment practices.

Presents work
professionally, with clear
academic writing and APA
referencing style within the
word limit.

The following issue(s) are evident in the paper: lacks
structure; poor paraphrasing; over reliance on quotes; little
evidence paper has been edited; poor expression makes
essay difficult to read; terminology inappropriate; no
evidence of individual research; no attempt to use APA
referencing.

The essay is well structured and ideas are communicated
clearly, succinctly and in an academic tone. Sentences are
grammatically correct. There is evidence of analysis,
explanation and argumentation. The reference list includes
relevant scholarly literature beyond the set text. Careful editing
and APA referencing is evident throughout
ETP425 Teaching & Learning 3 (Assessment and Reporting)~Semester 1 2014~ Assignment 1 Result
Name: Mark Smith Assessor: Karen Sinclair Date returned: 30 May 2014 Result: Pass



Comment

This is an astute and informed response. Your submission works through the topics we studied in this unit and correctly identifies a host of
issues which arose with this sample, especially when we assume that the context for the assessment was a summative assessment of
learning, but probably not assessment for learning. The assignment is carefully researched with sound arguments validating the
arguments presented. A key point you made that is assessment driven curricula still require students to interact with instruction and
feedback loops for effective learning to occur. In the case of ESL students, the importance of them accessing rich subject-related
language is crucial for all students. Language development research tells us why. All students acquire the first language in stages,
typically using modes such as talk and/or signing in combination with stimulating experiences to acquire concepts important within a
culture.

Second or subsequent language acquisition follows the same developmental stages of proficiency. A student might have a well-developed
concept of, for instance, less than/more than/equivalence but not yet have the second language required to hang with this concept
knowledge. Therefore, making static displays of relevant terms and concepts during stimulating activities in classes combines with
strategies such as direct instruction, guided practice, independent practice, timely feedback to inform all students what the essence of the
learning outcome means. Access to talk and explicit language-in-context offers ESL students time to observe, imitate and acquire the
salient language associated with a learning outcome. Research tells us also that (a) speech precedes writing and other symbolic
expressions of concept knowledge; (b) concept formation only happens effectively when a learner has a rich experience combined with
access to the associated language associated with the curricula outcome. Clearly these considerations reinforce the essential importance
of instruction, feedback and rich learner experiences as necessary for fair assessment, as your response asserted. Very nice work.