Madison Oxley-Dunnery

Professional Experience 4
Bachelor of Education Primary
Professional Inquiry Project- How can I use a range of effective assessments in literacy
Focus

My overall focus of my inquiry is effective assessment within literacy. My question is “How can I use
a range of effective assessments in literacy?” The AITSL standard that I focused on throughout my
placement is, standard five which is, ‘Assess, provide feedback and report on student learning’ with
a main focus on 5.1 ‘Assess student learning’. I decided I wanted to create a literacy unit plan in
order to focus thoroughly on four different forms of assessment and base my research off that unit
of work and assessment pieces. The four different forms of assessment I decided on were student
self assessment, checklist, annotated notes on individual students and a rubric for the final
assessment piece. My unit was based on ‘A Diary of a Wombat’ novel. The unit included a range of
lessons including hands on activities and worksheets which resulted in their final assessment piece
of making their own ‘Pet Diary’. I used the method of Triangulation for feedback on my data
collection. Triangulation is an effective method for data collection. Triangulation is a process where
the teacher gains feedback from a variety of three sources. These sources are self, teacher and
feedback from the students themselves.

Justification of teaching behaviour and curriculum area focus

Assessment is an important area within the teaching profession. Assessment allows for teachers to
know and understand their students and their learning. “Assessment provides the best tool for
identifying an individual’s specific learning needs. Based on the information gained from assessment,
a classroom program can be designed that caters for all students by providing some shared learning
experiences and allowing for differentiation of other experiences to suit individuals” (Winch et al
p.244, 2014). Winch et al (2014) is stating the importance of assessment in literacy and how
assessment needs to suit all individual students and their learning needs. When first beginning my
research into my professional inquiry and studying the AITSL standards, it became clear to me that I
struggled with assessment at times and more importantly, struggled to create a different range of
effective assessments within the subject area of literacy. On my previous placements I found I
personally struggled on creating a variety of effective assessments both summative and formative. In
literacy, I wanted to assess my students effectively to show their understanding and their growth
over the unit of work. The ‘one size fits all’ solution to assessment needs to be ruled out, as all
students will come from diverse backgrounds and at different stages of learning (Connell, White &
Johnston, 1991). However, I struggled to find effective assessments in this area that stood out to me
regarding giving me the best feedback from my students in relation to where they are at and their
learning. Groundwater-Smith et al (2015) discusses how assessment is not only about finding and
making corrections to errors and misunderstandings, but more of a complex task of sorting out with
the children and parents how the individual student’s learning is happening, how it can be assisted,
improved, and celebrated (Groundwater-Smith et al p. 294, 2015). “Effective assessment doesn’t just
happen. It emerges over time as an outcome of thoughtful planning, and in the spirit of continuous
improvement, it evolves a reflection on the processes of implementing and sustaining assessment”
(Banta et al p. 3, 2009). My assessment needs to evolve over time and reflect my students learning.
My feedback is also an important part of this process and the collection of feedback. Rogers (2018)
goes into detail in regard to beginning to understand the data we have collected, data collection and
the different ways we can collect data.
 Madison Oxley-Dunnery
Professional Experience 4
Bachelor of Education Primary
Context and Curriculum area

The school I am located in is a Catholic all boys school located in the north-eastern suburbs of
Adelaide. The school is from reception to year 12 and has an open enrolment policy. This open
enrolment policy allows for a diverse range of boys to be taught at this school. The school have a set
of values which are important for both the teachers and students to know and understand. These
are Faith, Relationships, Excellence and Diversity

The class I will be working in on my placement is a year 1/2 class. The class size is 29 students
altogether. There are 12 year 1 students and 17 year 2 students. The students that make up the class
have a diverse range of learning levels, with students ranging from high functioning students who
need to be challenged to students who still struggle with basic reading and writing skills. Each
student has an iPad which is kept in the classroom. Within the area of literacy, my students vary
from below standard, satisfactory standard and above standard in their learning. Students have
been placed into literacy groups prior to my placement commencement which has benefited my
planning for my unit of work. These groups allowed me to understand where each individual student
sat in terms of literacy level.

Design and data collection techniques

I planned to put into action my proposal and research topic and begin researching extensively into
my topic of effective assessment in literacy. I collected data frequently, once a week on a Friday,
beginning on my lead in days and through to my end of placement. After researching my theory-
based practice I planned my ‘Diary of a Wombat’ unit. After planning my unit, I had a
teacher/mentor teacher conference and discussed the variety of assessment pieces I could use
which would present me with my data for analysis. I decided my most effective assessment pieces
would be checklists, observation notes, student self-assessment and a rubric for the final assessment
piece. I felt these forms of assessment pieces would give me a different range of ways to assess the
students learning.

My first week of my unit I decided to use the checklist assessment on their first 3 lessons of work.
The lessons were an overview of the story of ‘Diary of a Wombat’ and my checklist ticked off that
the students knew what they were doing throughout the first three lessons. I decided on making a
checklist for the first three lessons because I wanted to focus on the first three lessons.

My observational notes I created throughout the whole unit of work on each individual student. I
would fill in their notes after the lesson in a table. The notes would include comments on their
behaviour, work samples and if they understood what they were doing during the lesson.

I created a student self- assessment where students could circle a smiley face chart showing their
understanding. For example, happy face meant they understood, no emotion face meant they
understood a little and a sad face meant they did not understand. At the end of each lesson, the
students would complete this form of self- assessment and put it into the class ‘mailbox’ where I
could collect them. This form of assessment I also used for student feedback on the lessons as well.

My feedback I collected through teacher/mentor discussions, smiley-face chart from the students
and my own feedback from my notes after each lesson.
 Madison Oxley-Dunnery
Professional Experience 4
Bachelor of Education Primary
Data results and analysis

Assessment Pieces

Checklist Assessment: (see app. 1)

- Teacher feedback
My mentor teacher uses checklists herself and liked the idea of my three lesson checklist.
She commented, “I liked the way you correlated the three lessons together, creating one big
checklist of all the students.”

- Self feedback
My checklist I felt was worked really well for the first three lessons. It allowed me to see
where each individual student was at with their work and who needed extra support and
who needed extending in their work.

- Student feedback
Unable to get feedback as checklist was done privately.

Observational Notes: (see app. 2)

- Teacher feedback
“Another great form of formative assessment. Each student had notes on their progress. Just
make sure to add notes throughout each lesson.”

- Self-feedback
I struggled to write notes after each lesson and remember how each student went.
Especially when I would work with a small group on the floor and not observe the rest of the
class while they worked. This created broad comments on some students notes.
-
- Student feedback
Unable to get feedback as checklist was done privately.

Student Self Assessment:

- Teacher feedback
“I liked you included the student assessment. However, you could have used a more diverse
range of student self-assessment and not just the one.”

- Self feedback
I liked using the smiley face chart. For year 1’s and 2’s I found it hard to write a comment
about their work or how they went. The chart was clear for them to understand. However,
looking back I could of used a range of these student assessments.
 Madison Oxley-Dunnery
Professional Experience 4
Bachelor of Education Primary
- Student feedback

Above is a table which tallied up the students smiley-face charts in the last lesson. The table clearly
shows most of the students understood their task.

Rubric: (see app. 3)

- Teacher Feedback
“Rubrics are good for final assessments and handing out final grades. It was a good idea to
add a rubric into the final assessment piece of your work.”

- Self- feedback
My rubric I felt worked well for their last assessment piece. Their last piece was their own
‘Pet Dairy’ which they created. The rubric allowed me to individually assess the students. As
a created the rubric myself, I knew the standards I was looking for when assessing the
students.

- Student feedback
Unable to get feedback as checklist was done privately.
 Madison Oxley-Dunnery
Professional Experience 4
Bachelor of Education Primary
Overall Feedback

Teacher final feedback:

Diary of a Wombat Unit Mentor Teacher Feedback

Student teacher: Madison Oxley-Dunnery

Mentor Teacher: Lisa Daws

Did you find the unit well planned out?

The unit was well planned, taking in to consideration the level of the students and also
scaffolded for those students who were not able to achieve at their year level standards. It
displayed a natural progression in order to teach and for the students to comprehend the
content.
Were the lessons engaging for the students?
The lessons were engaging, especially for boys. The use of the text and re-reading at several
points throughout the unit allowed the students to connect. The range of activities and
variety also touched on different Literacy, Writing and Reading skills.
Perhaps some ICT integration could have been used – have students read an online text of
the text –

Did you find the various assessments suited the unit?

There were a range of assessments used in the unit. Checklists, marking of bookwork for
correct answers/understanding, student self-review, success criteria used, rubrics etc.

Were the assessments differentiated and effective?

There was a good range of summative and formative assessment throughout the unit.

Did the unit suit all students and meet their needs?
All students were able to engage in some form to meet the expectations of the final unit
piece. Whether it was with support of a scribe, all students achieved the outcome set out
for them.
Overall what are your comments on the unit of work in terms of the assessment side:
The unit was put together well. I would have liked to see a little bit more student self
assessment in this area.

Self Final Feedback

Any improvements assessment wise:

It was clear throughout assessing my data that I was unable to use students feedback in all the
assessment areas as I had originally planned. That is because I did not want students looking at each
others grades because that would not of created a safe learning environment.

It was clear the assessment pieces I used were effective as they each gave me different forms and
results from each of the students which I was able to assess on, therefore making them effective.
 Madison Oxley-Dunnery
Professional Experience 4
Bachelor of Education Primary
Reflection

Reflecting on my Inquiry project I can now have a better understanding of the importance of
effective assessment in literacy. It has also been made clear that in order for assessment to be
effective, a range of ways of assessing student’s needs to be done by the teacher.

The changes I would have made to this inquiry and in my future practice is using a range of student
self-assessment and not just one. This could be done through Hand signals – thumbs up, thumbs
down, 5 finger rating 2 stars and a wish, group check, getting a peer to assess or look over a peers
work, checklist for students to self-assess their own work or a rubric for marking with the students
input. For example, ‘What do they think they should be marked on before they create their final
piece’. I can now have a more broad understanding of student assessment and the importance it has
on student learning.

Conclusion

Assessment plays an impact on both the student and the teachers themselves. We as teachers need
to assess students regularly to show where they are at and their progression. This inquiry project has
allowed me to full see the benefits and importance of assessment in literacy.

The inquiry has shown me that using a range of different assessment pieces will allow for effective
assessment in literacy. I will use these different range of assessments throughout my professional
teaching career and be able to use my new student self-assessment ideas more thoroughly to
benefit my future students.
 Madison Oxley-Dunnery
Professional Experience 4
Bachelor of Education Primary
Reference List
Connell, R. W., White, V. M., & Johnston, K. M. (1991). Running

twice as hard: The disadvantaged schools program in Australia.

Burwood: Deakin University Press.

Groundwater-Smith, S, Ewing, R & Le, CR 2015, Teaching: challenges & dilemmas, 5th edn, Cengage
Learning Australia, South Melbourne, Victoria.

Rogers, T 2018, Action Research-Data Collection, video recording UniSA, Adelaide.

Trudy, W Elizabeth, A & Karen, E 2009, Designing Effective Assessment: Principles and Profiles of
Good Practice, John Wiley & Sons, Australia.

Winch, G., Ross Johnson, R., March, P., Ljungdahl, L. and Holliday, M. (2001). Literacy Reading,
Writing and Children's Literature. 5th ed. Melbourne: Oxford University Press
 Madison Oxley-Dunnery
Professional Experience 4
Bachelor of Education Primary
Appendices

Appendix 1: Assment Checklist

(names have been removed)

NAME: Worksheet 1 Worksheet 2 Worksheet 3 GRADE

Daniel T Completed Completed Completed A
Mugisha Not Completed Completed Completed C
Timothy Not completed Completed Completed C
Veer Completed Completed Completed B
Ethan Completed Completed Missing (timeline) C
Kobi Completed Completed Completed B+
Sadeed Completed Completed Completed B
Daniel L Completed Completed Completed B
Tyler Completed Completed Completed A
Gavin Completed Completed Completed B
Marco Not Completed Completed Completed C (Missing first
worksheet)
Otto Completed Completed Completed C (Not 1 sheet fully
completed)
Seraaj Completed Completed Completed B
Cristinao Completed Completed Completed C (first two
worksheets not
completed)
Hassan Completed Completed Completed B
Anthony Completed Completed Complted B
Maxmillion Completed Completed Completed B (needed more detail)
Sam Completed Completed Completed C (last sheet not
completed)
Nawed Completed Completed Completed C (mostly completed)
Ekam Completed Completed Completed B
Russell Completed Completed Not Completed C (missing timeline
sheet, other sheets
barely completed)
Luke Completed Completed Completed B
Lucas Completed Completed Not Completed (missing timeline
worksheet) effort
showed in last
worksheet)
Joshua Completed Completed Completed C
‘all about my pet’
worksheet not
completed
Saxon Completed Completed Completed B
Mihan Completed Completed Completed B

Appendix 2: Observation Notes
Assessment: Diary of a Wombat
Observation Notes: Year 1
- Engaged when given explicit help
- Off task and struggled to concentrate at
times
- Depending on mood on whether work
was completed or not
- Struggles to grasp concept of task
- Has a go
- Easily distracted
- Needs explicit instructions and
explanation of task
- Does not engage in curriculum
- Worksheet scaffolded to suit his
abilities
- Works well with one on one teacher or
ESO
- Tracing over words
- Pictures drawn mostly for him
- Colours own work
- Only works for short periods
- Can be off task throughout
Madison Oxley-Dunnery
Professional Experience 4
Bachelor of Education Primary
- Writing has improved as unit developed
- Showed an interest in the book
- Needs explicit instructions
- Struggles to complete work
independently however when working
with a teacher can complete the work
assigned.
- Easily distracted
- Highly intelligent and can complete the
work at a high standard when working
one on one and given explicit
instructions
- Struggled to draw pictures in final
assessment piece
- Needs to be monitored during
assignments because will not complete
work at times not even starting a task
- Easily distracted
- When monitored and encouraged can
produce good work which shows his
understanding of the novel
- Works efficiently and effectively
- Only sometimes distracted

- Struggles to understand instructions
- Easily distracted by others
- Needs explicit instructions on what to
do
- Struggles to complete work
- However, when working on the floor
with a teacher can work very well and
complete work
- Struggles to stay on task and engage in
work
- One on one works well
- But left alone will not complete work
- Loses focus on work
- Struggles to write words and draw his
pictures
- Works well with teacher and colours in
his pictures
- Works hard and well
- Can sometimes rush work and skip
major parts
- Work needs to be checked over for him
to not rush and miss major parts of his
work
- Understands well
- Sometimes rushes work and refuses to
do much more or anything extra once
he’s’ finished his assigned task
Madison Oxley-Dunnery
Professional Experience 4
Bachelor of Education Primary
- Showed an interest in the story
- Used colour in pictures
- Took the time out to complete his work
to a high standard
- Likes a challenge
- Works independently well
- Completed work to a high level
- Sometimes distracted depending who
he sits with
- Sometimes needs to be checked on and
called to be back on task
- Asks lots of questions which is good
- Highly capable of working
independently
- Sometimes off task
- Takes longer to finish work than others
sometimes because of distraction or
just because
 Madison Oxley-Dunnery
Professional Experience 4
Bachelor of Education Primary
Assessment Diary of a Wombat

Observation Notes: Year 2

- Completes all tasks

- Works well - Focused well most of - However, at times can
independently the time be rushed
- Always answers - Worksheets were - More detail needs to
questions completed but not at be added to work and
- Can be off task at the best level they sometimes just needs
times could be that extra push to
- Created a sound - Easily distracted complete work
understanding of the - Works well
‘diary of a wombat’ independently and in
book groups
- Focuses on drawing
side of the - Can at times rush work - Can produce wel
assignments - Struggles to written tasks with
- Easily distracted and at understand certain extra detail when
times will not tasks and needs to focused
complete work have instructions - When not focused
- Pictures very detailed explicitly explained cannot complete work

- Needs to be - Can produce work, - Depending on mood

monitored and however easily whether completes
continuously distracted and cannot work
encouraged to complete certain tasks - When encouraged
complete work - Needs explicit with positivity can
- Produces good work instructions at times focus on tasks and
when monitored and - Works well one on one produce above
encouraged satisfactory work
- Behaviour can be
challenging
- Likes to distract other
students

- Works hard to achieve - Works well with - Works well

high, however at times encouragement from independently
can struggle to teacher - Can at times produce
understand tasks - Can be distracted no work because of
- Can be distracted - Depending on mood being distracted
depending who he is whether he wants to - Needs to be reminded
sitting with work at times to be on task
- Won’t ask for help - When works well can
when a mistake is produce good work
made - Has a sound
understanding ‘diary
of a wombat’

- Very good worker - Works well - Works well when not

- Likes to be challenged - Enjoyed the pet task distracted

Bachelor of Education Primary
- Finishes work early - Created a well written
and needs to have booklet
extra work planned - Does at times become
- Takes the time to put off task
in extra effort into - Needs to be
work monitored and
encouraged to focus
on own work at times
Madison Oxley-Dunnery
Professional Experience 4
- Beginning of unit
worked exceptionally
well however became
more distracted on his
table
- Struggled to find ideas
in relation to the pet
diary at times

- Works well with his - Struggles to

table group concentrate
- Sometimes needs - When does
instructions explained concentrate he
in more detail completes excellent
- Completes work most work
of the time - Towards the end of
the unit, Veer was able
to concentrate on his
booklet because of his
use of iPad and
headphones
 Madison Oxley-Dunnery
Professional Experience 4
Bachelor of Education Primary
Appendix 3: Rubric Template

Diary of a Wombat Assessment Rubric

Student Name: Year Level:

Outstanding Good Satisfactory Unsatisfactory

Key components of
this assignment
Front cover and
picture
One sentence on
each line

Pictures drawn
and coloured in
with a
background
Clear outline of
‘morning,
afternoon,
evening’
Sentence
structure used
throughout story