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PART A- Evaluation of a work sample

BEAN OBSERVATION- Year 2 (Stage 1) Context: Students were learning about the natural environment and how living things grow and change. In collaborative groups they were each given a pot containing a bean plant and asked to record their observations over a period of a week. Description of Activity: As an introduction and early investigation of changes in and growth of living things, students were asked to record their observations of a bean plant as it germinated and grew over a week. Outcomes: ST1-10LW Describes external features, changes in and growth of living things. ST1-4WS Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know. Criteria for Assessing Learning: Students will be assessed on their ability to:

record through illustration what they observe record through written text what they observe take measurements of their plants identify parts of their plants eg. leaf, stalk.

Feedback Students will undertake self-assessment of their learning in relation to the assessment criteria for this activity. During the teaching-learning experiences, students will receive oral peer and/or teacher feedback in relation to:

identifying plant parts correctly using a measuring device- ruler, tape measure units of measurement

Recording Evidence of Learning Learning will be recorded via the task sheet, which students are to complete. The teacher may also use the following as evidence of learning: observations conversations/discussion with students digitally eg. photo or video on ipad. --------------------- Board of Studies NSW - NSW Syllbuses for the Australian Curriculum (2014)
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Purpose of Learning Like many tasks in Science and Technology, the investigation is practical in nature and allows students to develop their critical and creative thinking skills as they evaluate their findings (individually and as a group), consider new ideas and make connections. Students will learn:

how plants physically grow and change. how to record their observations through written text and a diagram. how to take measurements of their plants (and why this is important- note changes) to identify basic plant parts, like leaves and stem.

Assessment Summary Comment This text (and diagrams) demonstrates that the student has met the outcomes for Stage 1. The student used their science inquiry skills to observe changes in the plants growth and communicated these in the written text. He/she was able to draw a series of diagrams to illustrate the plant germinating and growing. The student also recorded an informal measurement of the plant height (using the correct units of measurement) on the 5th day of observation. There is diagrammatic evidence the student is able to identify simple plant parts- drawing a stem and leaves. One area of weakness, was that on days 2-4 written observations remained unchangedcould have included a measurement here, or a simple statement referring to the size of the plant or other visible changes. Where to from here? Encourage additional information to expand content- especially on days 2-4 eg. how many leaves do you see today? Model use of labelled diagrams. Show how taking measurements is important as it documents exactly how much growth has occurred. Encourage the students to make predictions eg. how many days will it take for our plant to germinate? What will happen if we plant this seed? (Looking toward Stage 2 outcomes). Guide the students to offer explanations for their findings eg. Why did/didnt the seed germinate? (Looking toward Stage 2 outcomes).

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Constructs a diagram

Recognises change and communicates findings.

Diagram changing even though written observations are staying the same.

Constructs a diagram of germinationleaves & stem present.

Uses measurement to accurately report growth changes/findings. Summerton__L _s265445_ETP425 _ Assignment 1 Page 3

PART B- Reflection Practice


I thoroughly enjoyed assessing this sample of Year 2 work. It is a simple, fun project that shows the students how living things grow and change, while developing fundamental science inquiry skills (task is ZPD appropriate for year/stage level). Looking at the Board of Studies NSW Syllabus Stage1 Science Statement Summary, I believe the student has met the following highlighted outcomes:
Through activities structured by the teacher, students continue to learn about and engage in applying the processes of Working Scientifically and Working Technologically. Students show curiosity about the Natural Environment and the Made Environment, while purposeful play becomes more focused on exploring and making observations using their senses. Students describe the features of and ways in which living things grow and change.. Students follow instructions to collect, record and compare their observations using informal measurements as appropriate.

I thought it was great that the student was able to take an accurate measurement and record it (using the correct units of measurements, no less) and that the student was able to correctly illustrate/identify parts of the plant (leaves and stem). I would have liked to have seen days 2-4 being described differently (stating the change), something along the lines of I can see 1 leaf, but overall I think it was a good effort. Interestingly, though not science related, I think the students handwriting, grammar and punctuation are pretty impressive too. Moving forward, I believe modelling the use of labelled diagrams in class and guiding the students to expand on their findings and/or even make predictions (encourage them to think critically, logically and even creatively about what can/may happen eg. what do you think will happen when we plant the seed? what would happen if we didnt water the plant?) will help set them up for Stage 2, as well as foster their interest for science.

Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgments to improve future learning and development. (VCAA, 2014) Before undertaking this unit my only experience with assessment and reporting came from being a student. Naively Id assumed assessment was a one-way street, viewing it as being solely a summative practice. Id never really contemplated what assessment results said about teaching strategies or pedagogy, or why assessment tasks took the many forms they did. As a pre-service teacher, I now appreciate the broader purposes of assessment and understand why reporting is important- extending beyond immediate (recognisable) student connections such as parent, teacher and school to outside stakeholders such as governments, employers and the wider community. In particular, I find assessment for learning fascinating and can clearly see its a vital instrument in the learning process. Im encouraged by Bakulas (2010) findings in her study on the benefits of formative assessment in teaching and learning:

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These formative assessments allowed me to identify areas of weakness for my students and then shape my classroom lessons based on what students still needed to understand. It forced me to be very flexible and come up with new and creative ways to reach students. Of relevance to me with this study also, was the fact that Bakulas class (in which she studied) included a culturally diverse student population from a low socioeconomic background- similar to the students Ill be teaching during my first professional placement at Moree East Public School. While on placement, Id like to find out more about the role of formative assessment in the class room and my mentors views on it. Specifically, Id like to know: How often formative assessment occurs? Have they noticed an improvement in summative assessment results because of formative assessment? After evaluating formative assessment results, what do they look at changing first/or how do they decide what to change- in order to deliver content in a more engaging way? Im also curious to find out what my mentors thoughts are on: NAPLAN for a school like Moree East Public- where literacy and numeracy standards are well below benchmark. To what extent self-assessment occurs in their classroom. Brady & Kennedy (2012) talk extensively about its benefits and relationship with contemporary teaching and learning-by way of students constructing and monitoring their own learning. Finally, for my own value Ive included a concept map which I believe effectively summarises the dynamic complexities of assessment and reporting (Reys et al., 2001 p. 50).

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References Board of Studies NSW- NSW Syllabuses for the Australian Curriculum (2014) Retrieved 7/04/14 from: http://syllabus.bos.nsw.edu.au/stage-1-outcomes/ Moree East Public School- School Plan 2012-2014 Retrieved 7/04/14 from: http://www.moreeeast-p.schools.nsw.edu.au/our-school/schoolplan-2012-2014 Bakula, N (2010) Science Scope. 34.1 (Sept. 2010): p37. The benefits of formative assessment for teaching and learning. Retrieved 7/04/14 from: http://go.galegroup.com.ezproxy.cdu.edu.au/ps/i.do?action=interpret&id=GALE%7CA235 194569&v=2.1&u=ntu&it=r&p=AONE&sw=w&authCount=1 Brady, L & Kennedy, K (2012) Assessment and Reporting: Celebrating Student Achievement 4th Edition. Frenchs Forest NSW Pearson Australia Reys, R., Lindquist, M., Lambdin, D., Smith, N. & Suydam, M. (2001 p.50) Helping Children Learn Mathematics 6th Edition John Wiley & Sons, Inc USA. Victorian Curriculum and Assessment Authority (2014) Retrieved 7/04/14 from: http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/assessment.aspx

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