ETP401'Assessment:'Ways'of'Knowing'Learners'

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Assessment'Task'2:'
Designing'Assessment'for'Learning'
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Rachel'Logan'
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Student'Number:'216'010'842'
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Campus:'Warrnambool'
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Word'count:'2284''
(Not%inclusive%of%title%page,%contents%page,%titles,%tables,%appendices%and%references)%
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Due'date:'21st'June'2019''
(Extension%approved%via%email)%
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Contents:!
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Introduction'
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Assessment'Design'and'Development'
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Implementation'of'assessment'strategy:'Individual'Student'
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Implementation'of'assessment'strategy:'Whole'Class'
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Reflection'on'Assessment'Design'and'Teaching'
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My'Teacher'Stance'on'Assessment'
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Appendices'
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References'
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 Introduction:'Learning'context'and'the'learning'
'
The'class'being'assessed'throughout'this'unit'of'work'is'part'of'a'small,'
government'primary'school'in'South'West'rural'Victoria.'The'school'values'
ongoing'and'continuous'assessment'and'data'that'demonstrates'student'growth.'
'
The'class'itself'has'a'diverse'range'of'students.'The'class'is'grade'1/2'however'
abilities'range'from'beginning'of'foundation'to'end'of'level'3,'with'majority'of'
students'at'a'lower'level'than'expected'for'their'age'and'year'level.'Within'the'
class'there'are'also'intellectual'and'physical'impairments'that'can'influence'
student'learning.'Therefore'the'lessons'and'assessments'planned'need'to'be'
flexible,'adaptable'and'scaffolded'to'each'student’s'unique'needs.'
%
Table%1%<%extended%lesson%plan%

'
Table'one,'as'seen'above,'demonstrates'a'sequence'of'lessons'that'have'been'
planned'to'teach'and'assess.'The'fiveTlesson'unit'of'work'is'about'food'and'
nutrition'within'a'grade'1/2'classroom.'The'lessons'are'based'upon'the'Victorian'
Curriculum'(2019)'Health'and'Physical'Education'strand'for'level'one'and'two,'
with'a'focus'on'recognizing'situations'and'opportunities'for'students'to'promote'
their'own'health,'safety'and'wellbeing'whilst'exploring'how'eating'healthy'foods'
can'influence'their'own'health'and'wellbeing.'
'
Throughout'the'lessons'there'are'focuses'on'breakfast'and'lunch,'as'these'meals'
have'strong'influences'on'school'performance,'the'full'lesson'plans'and'outlines'
can'be'viewed'in'appendix'A.'Below'are'the'learning'intentions'and'success'
criteria'for'the'unit'of'work:'
'
Learning'intention:'
! I'will'explore'actions'that'will'make'me'healthier.'
! I'will'use'the'Healthy'Eating'Pyramid'to'categorize'and'understand'my'
favorite'foods.'
'
Success'criteria:'
! I'can'understand'situations'and'opportunities'that'will'help'my'own'
health'and'wellbeing.'
! I'can'make'informed'healthy'choices.'
! I'can'categorize'foods'into'the'5'food'groups'
'
The'key'influence'of'the'assessment'approach'is'the'Department'of'Education’s'
High'Impact'Teaching'Strategies'(HITS,'2017).'HITS'demonstrate'a'range'of'
teaching'techniques'that'will'be'practiced'throughout'the'unit'such'as'explicit'
teaching,'questioning,'differentiation'and'feedback.'Alongside'this'framework,'
formative'assessment'will'be'used'to'continuously'reevaluate'teaching'and'
learning'of'the'topic'as'it'will'guide'and'monitor'student'learning'and'
development'(Tomlinson'and'Moon,'2013).''
'

'
 Assessment'Design'and'Development'
'
The'first'assessment'task'for'this'unit'of'work'will'be'a'preTassessment.'The'preT
assessment'is'designed'to'probe'student’s'prior'knowledge,'gain'insight'to'the'
students'interests'and'to'guide'the'teaching'and'learning'for'the'unit'(Tomilson'
and'Moon,'2013).''
'
Due'to'the'diverse'level'of'the'students'in'the'class'and'being'aware'of'student'
anxieties'when'faced'with'an'unknown'task'there'was'a'brief'frontloading'
experience'at'the'beginning'of'the'lesson.'This'included'a'group'discussion'about'
‘what'is'the'Healthy'Eating'Pyramid?’'and'‘what'foods'do'we'think'belong'in'each'
section?’.'
'
Students'appeared'engaged'throughout'the'task.'Students'were'given'the'
opportunity'to'communicate'their'ideas'to'their'peers'throughout'the'lesson.'
These'conversations'gave'good'insight'into'the'student’s'knowledge'of'the'topic.'
Table'2'shows'further'summarises'the'assessment'task:'
'
Table%2%–%Pre<Assessment%Task%Summary%
Aspect'of'Assessment'Task' Rationale/description'
Assessment'task' What'do'we'know'about'the'Healthy'Eating'Pyramid?'
Type'of'assessment' Diagnostic%/%%pre<assessment%
Students'will'be'provided'with'a'blank'Healthy'Eating'
Pyramid'and'are'required'to'fill'in'the'pyramid'using'their'
prior'knowledge'of'different'foods'and'their'nutritional'
value.'
When'will'assessment' This'assessment'will'take'place'at'the'beginning'of'the'unit.'
take'place?'
Links'to'curriculum' The'learning'intention'for'this'assessment'is'developed'from'
the'Victorian'Curriculum:'
! Recognise'situations'and'opportunities'to'promote'
their'own'health,'safety'and'wellbeing'(VCHPEP074)'
Examine'health'messages'and'how'they'relate'to'
health'decisions'and'behaviours'(VCHPEP077)'
! Explore'actions'that'help'make'the'classroom'a'
healthy,'safe'and'active'place'(VCHPEP078)'
! Create'and'display'artworks'to'express'ideas'to'an'
audience'(VCAVAP023)'
Assessment'Criteria' A'checklist'is'being'used'to'assess'students''
Work'sample'
A'rubric'has'also'been'created'however'this'did'not'get'used'
whilst'assessing'the'work'samples.'
Feedback'to'students' Verbal%feedback.'
The'students'within'this'class'respond'well'to'verbal'
feedback'and'whole'class'discussions.'Due'to'the'diversity'of'
the'class,'written'feedback'is'not'a'valuable'feedback'
strategy.'
Assessment'support' To'support'the'assessment'visual'prompts'will'be'used.'For'
material' example'students'will'be'provided'with'a'completed'Healthy'
Eating'Pyramid'after'this'task'that'they'are'able'to'use'as'a'
tool'throughout'the'unit.'
'
The'preTassessment'task'links'directly'to'the'unit'of'work’s'learning'and'success'
criteria,'as'students'are'beginning'to'use'the'Healthy'Eating'Pyramid'(2013)'and'
evaluate'it’s'meaning'and'use.'The'data'the'work'sample'produces'will'guide'
what'needs'to'be'taught'and'learned'in'regards'to'healthy'food'choices,'
categorizing'foods'and'making'informed'decisions'about'foods.'
'
Whilst'creating'this'assessment'task'it'was'essential'that'the'task'could'be'
differentiated'for'the'students'within'the'class,'student'assessments'are'
differentiated'by'using'a'series'on'informal'assessments'such'as'conversations'
and'observations'throughout'the'day'(Tomilson'and'Moon,'2013).'The'validity'of'
this'assessment'has'been'constructed'to'be'relevant'to'the'students,'as'they'are'
referring'to'foods'they'eat'regularly.'Faragher'(2014)'states'that'validity'of'an'
assessment'ensures'that'the'test'sets'out'what'is'expected'to'do'and'learn.'
'
The'reliability'of'an'assessment'ensures'that'the'feedback'and'responses'are'
consistently'marked'by'an'individual'(Faragher,'2014).'During'the'assessment'of'
the'work'samples'there'was'only'one'individual'marking'each'students'work'
therefore'moderation'was'not'practiced,'which'may'have'an'influence'on'the'
reliability'of'the'data'collected.'However'throughout'the'unit'there'were'multiple'
work'samples'that'are'assessed'that'assisted'in'the'triangulation'of'data'and'
enabled'the'work'to'be'compared'and'assessed.'Work'samples'and'assessment'
samples'are'available'in'appendix'B.'
'

'
Figure!1:!Students!completing!pre5assessment!task
 Implementation'of'assessment'strategy'
!
Individual''
Three'individual'student'work'samples'have'been'chosen'to'demonstrate'how'
the'assessment'is'differentiated'and'planned'for.'Each'student'is'working'at'a'
different'level'and'has'a'variety'of'different'needs.'
'
' Work'sample' Student'Background'
Student'one' Grade:'1'
'
This'student'is'motivated'and'
excited'to'learn.''
He'is'working'at'foundation'
level'in'many'curriculum'areas'
including'literacy'and'
numeracy.'
This'student'responds'well'to'
positive'reinforcements'and'
requires'teacher'assistance'
with'most'activities.'
'
Student'two' Grade:'1'
'
This'student'is'working'at'the'
expected'level'for'grade'1'in'
majority'of'the'curriculum.'
She'is'easily'distracted'and'can'
find'it'difficult'to'engage'with'
activities.'
She'responds'well'to'one'on'
one'conversations'and'whole'
group/small'group'activities'
rather'than'independent'work.'
'
'
Student'three' Grade:'1'
'
This'student'is'working'well'
above'expected'level'for'a'
student'in'grade'1.'
She'works'quietly'and'
independently'and'often'
requires'extension'activities.'
She'has'the'potential'to'guide'
her'own'learning'if'provided'
with'appropriate'resources.'
'

'
 Analysis%of%work%samples:%

As'seen'in'the'table'above'each'student'is'working'at'a'different'level'with'a'
range'of'different'needs,'therefore'preTassessing'for'this'unit'of'work'needed'to'
be'caefully'adapted'for'each'student.'

Student'One’s'work'was'illegible'in'many'areas'of'the'pyramid,'therefore'it'was'
important'to'have'conversations'and'take'notes'throughout'the'lesson'to'gain'an'
insight'to'the'student’s'knowledge.'Understanding'the'student'and'how'he'
learned'was'essential'in'analyzing'his'work'sample,'in'future'lessons'this'student'
may'work'within'a'small'focus'group'that'will'aim'to'motivate,'encourage'
participation'and'generate'information'that'is'valuable'to'the'topic'(Education'
Services'Australia,'2016).'
'
Student'Two'is'beginning'to'understand'simple'labels'as'you'can'see'in'her'
pyramid'however'she'is'not'consistent'with'labeling'the'items'within'her'
pyramid.'Once'again,'I'found'conversations'to'be'beneficial'whilst'understanding'
her'work.'Providing'this'student'with'clear,'curriculum'related'and'detailed'
learning'objectives'may'be'beneficial,'as'well'as'regular'check'in’s'(Hargreaves,'
2013)'as'she'responds'well'to'one'on'one'assistance.'
'
Student'Three'showed'a'strong'understanding'of'the'Pyramid'and'was'able'to'
clearly'identify'each'of'the'items'within'the'Pyramid'using'correct'labeling.'It'is'
clear'that'this'student'may'require'extensions'in'further'tasks'throughout'the'
unit.''

Feedback:%

Knowing'each'students'and'how'they'learn'differently'was'an'advantage'when'
considering'different'feedback'options'that'did'not'interfere'with'their'learning'
and'supported'positive'growth'(Hargreaves,'2013).'

Whilst'students'were'working'they'are'allowed'to'have'conversations'with'
others.'These'conversations'were'valuable'when'assessing'the'work'samples.'
Throughout'the'lesson'anecdotal'notes'were'taken'that'can'be'referred'back'to'
whilst'marking'each'student’s'work'sample.'These'included'student'statements'
from'Student'One,'such'as'‘I%am%drawing%water%in%the%fruit%and%vegetable%group%
because%water%is%healthy’.'Statements'like'these'assisted'in'identifying'student'
misconceptions.'

The'feedback'that'each'student'received'was'verbal'feedback.'This'was'used'for'
a'variety'of'reasons'however'the'students'respond'best'to'verbal'feedback'and'
find'written'feedback'difficult'to'comprehend.'Asking'questions'during'
conversations'provoked'student’s'to'consider'their'knowledge'and'question'
their'ideas'or'misconceptions.'HITS'(2017)'discusses'that'using'questioning'
promotes'students'to'express'their'ideas,'own'opinions'and'alternate'views'that'
will'assist'the'teacher'when'providing'feedback.'
'
 Whole!class''
'
Whilst'developing'a'whole'class'assessment'there'were'a'range'of'assessment'
tools'that'were'developed,'these'included'peerTassessments,'selfTassessments'
and'rubrics'(appendix'B).'These'tools'were'not'used'for'a'range'of'reasons'
including'student'ability'to'self/peer'assess'and'the'extended'time'a'rubric'for'
each'individual'student'would'take'to'mark.'
'
The'conclusion'was'made'that'a'table/checklist'the'linked'directly'to'Victorian'
Curriculum'strands'would'be'the'simple'and'effective'way'of'analysis'whole'
class'data.'
'
! !
! Table%3%–%Whole%Class%Data/Assessment%Results%
!
Health and Nutrition opportunities to promote their own

opportunities to promote their own

classroom a healthy, safe and active

classroom a healthy, safe and active

Examine health messages and

Examine health messages and

Explore actions that help make the

Explore actions that help make the

Pre-Assessment and
health, safety and wellbeing

health, safety and wellbeing

decisions and behaviours

decisions and behaviours

Recognise situations and

Recognise situations and

how they relate to health

how they relate to health

Post-Assessment Data

Grade 1/2
place

place
Sharelle
Harvey
Amelia
Paddy
Bailey
Kai N/A N/A
Jazilla
Ben
Layla
Georgie
Kiara
Willow
Noah
Ellee
Mark
Bella
Bentley N/A N/A N/A N/A
Logan
Blake
Ella
Riley

Strong understanding
Minor misconceptions
Many misconceptions
'
 Whole%class%assessment%data%patterns:%

Overall'students'progressed'throughout'the'unit.'Students'began'to'identify'
foods'that'are'high'in'sugar'and'oils'such'as'chips'as'‘unhealthy’'options'by'
stating'‘chips'are'potatoes'so'they'should'be'healthy'but'they'are'full'of'oil'and'
fat'so'they'are'unhealthy’.'

The'most'common'misconception'at'the'end'of'the'unit'of'work'was'the'
misconception'that'a'diet'of'majority'fruit'and'some'vegetables'is'the'healthiest'
diet.'This'can'be'overcome'in'future'lessons'by'explicitly'teaching'and'explaining'
a'balanced'diet'rather'than'explicitly'teaching'healthy'and'unhealthy'foods.'

As'demonstrated'in'table'3,'majority'of'the'students'overcome'misconceptions'
and'were'able'to'identify'and'explain'the'differences'in'foods,'the'benefit'of'
eating'healthy'foods'and'why'they'are'essential'for'learning.'

Evaluation%of%the%whole%class%achievement:%

Due'to'time'restraints'and'unplanned'interruptions'throughout'the'teaching'and'
learning'it'was'difficult'to'explicitly'teach'and'demonstrate'what'was'being'
taught'at'times.'Videos'that'had'been'planned'to'watched'were'unable'to'be'
viewed'in'specific'classes'therefore'the'learning'sequences'at'times'was'
disrupted'and'adapted'for'the'teaching'environment.'
'
Unfortunately'the'work'samples'were'not'moderated'with'assistance'from'
another'teacher.'This'is'due'to'a'range'of'factors'that'included'the'overwhelming'
work'load'of'the'mentor'teacher'and'the'time'available'to'do'so.'When'
moderation'is'successfully'implemented'and'practices'educators'begin'to'engage'
and'critically'reflect'upon'their'teaching'and'their'assessment'of'the'topic'
(Klenowski'and'WyattTSmith,'2014).'
'
Overall'this'unit'was'successful'as'the'students'were'engaged,'showed'interest'
and'gained'knowledge'throughout'the'sequence.'Lessons'were'designed'to'be'
relevant'to'the'students'and'their'schooling'environment.'If'this'sequence'of'
lessons'was'to'be'taught'again'there'will'be'a'higher'focus'on'explicitly'teaching'
the'main'ideas'and'topics,'particularly'within'a'young'year'level.'
'

'
Figure%2:%Students’%healthy%lunchbox%designs'
 Reflection'
Reflection!on!assessment!design!and!teaching''
'
The'benefit'of'implementing'a'preTassessment'or'a'diagnostic'assessment'is'that'
it'will'assist'the'teacher'to'identify'students'current'knowledge,'capabilities'and'
skills'whilst'also'identifying'misconception'before'any'teaching'of'the'topic'is'
done'(Teachers'Guide'to'Assessment,'2011).'Understanding'the'students'
misconceptions'and'strengths'within'a'curriculum'area'will'effectively'help'the'
teacher'to'plan'their'unit'of'work'and'how'it'will'be'taught.'
'
Whilst'planning'and'throughout'the'teaching'process'the'role'of'my'mentor'was'
supportive,'reflective'and'encouraging.'During'planning'sessions,'before'and'
after'lessons'we'had'discussions'about'what'went'well,'what'did'not'and'the'
overall'purpose'of'the'lesson.'Some'of'these'discussions'have'been'documented'
in'appendix'C.'These'conversations'were'extremely'valuable'as'they'guided'my'
teaching'in'a'way'that'provided'students'with'valuable,'engaging'and'relevant'
learning.'A'particular'comment'that'resonated'with'me'was'to'keep'assessment'
data'simple'and'easy'to'interpret'as'well'as'being'mindful'of'what'data'is'useful'
and'what'data'is'not.'
'
One'of'the'challenges'that'were'faced'is'the'diversity'of'the'students'and'the'
unpredictability'of'individual'and'whole'class'behaviour'during'a'lesson.'At'
times'it'would'become'difficult'to'have'conversations'with'all'students'to'gage'
their'knowledge'for'assessment'as'there'was'often'students'needing'assistance'
and'disrupting'others'learning.'To'overcome'this'a'range'of'behaviour'
management'techniques'were'practiced'as'well'as'using'small'focus'groups'at'
the'beginning'of'the'activities'to'assist'students'with'difficulties'to'become'
independent'workers.'
'
Throughout'the'assessment'design'process'and'the'teaching'many'new'skills'
have'been'learnt.'This'includes'the'relevance'of'the'assessment'in'regards'to'the'
topic'being'learnt,'in'future'practice'the'learning'outcomes'of'the'unit'will'be'
explicitly'discussed'and'displayed'within'the'classroom'so'that'students'are'
aware'of'what'they'need'to'learn'and'what'is'expected.'
'

'
Figure%3:%Final%product%of%the%post<assessment%and%whole%class%display%
 My!teacher!stance!on!assessment''
'
My'teacher'stance'on'assessment'has'developed'throughout'the'threeTweek'
practicum'in'a'range'of'ways.'Similar'to'Fried'(2001)'there'are'many'aspects'that'
I'believe'prove'affective'when'teaching'students,'these'include:'engagement,'
communication,'critical'thinking'and'relevance'to'the'students.'Understanding'
each'individual'within'the'classroom'is'also'a'key'to'planning'and'implementing'
successful'assessment,'teaching'and'learning.'
'
In'regards'to'assessment'I'have'the'belief'that'it'needs'to'be'ongoing,'adaptable'
and'differentiated'to'have'a'positive'influence'on'teaching'and'learning'within'a'
classroom.'Formative'assessment'through'out'the'curriculum'and'units'of'work'
will'assist'the'teacher'to'make'informed'decisions'on'what'to'teach,'how'to'teach'
and'what'needs'to'be'adapted'or'changed'throughout'the'sequence.'
'
To'achieve'differentiated'and'adaptable'assessment'I'belief'knowing'the'
students'and'how'they'each'learn'individually'is'the'key.'If'a'teacher'does'not'
know'the'students'they'will'struggle'to'plan'and'implement'lessons'and'
assessments'that'will'demonstrate'each'students'true'abilities,'strengths'and'
weaknesses.'
'
In'future'practice'I'would'like'to'introduce'self'and'peer'assessment'for'students.'
If'this'is'to'be'successfully'implemented'I'belief'there'are'a'range'of'factors'that'
need'to'be'considered.'These'include'modeling'how'to'peer'assess'and'having'
well'established'rules'and'guidelines'to'follow'whilst'assessing'a'peer'for'
example,'feedback'must'be'kind'and'constructive.'These'assessments'need'to'be'
practiced'regularly'and'have'whole'class'understanding'of'how'and'why'they'are'
implemented.'A'lot'of'ground'work'needs'to'be'established'before'implementing'
these'types'of'assessment'successfully.''
'
Reporting'student'learning'should'involve'not'only'the'teacher'and'the'
parent/carer'but'also'the'student.'This'will'encourage'students'to'be'actively'
involved'in'assessment,'reporting'and'setting'goals'for'themselves'throughout'
the'year.'It'will'also'provide'the'teacher'will'an'understanding'of'what'the'child'
believes'are'their'own'strengths'and'weaknesses.'
'
Throughout'the'process'of'planning'and'implementing'the'assessments'I'have'
discovered'that'using'a'range'of'assessments'such'as'formative'and'diagnostic'
are'extremely'beneficial'to'the'students'learning.'Summative'assessments'are'
useful'for'gathering'data'to'report'student'growth'however'there'a'wide'range'of'
factors'that'can'influence'this'data'therefore'having'a'wide'range'of'assessments'
throughout'the'curriculum'will'prove'to'have'validity'and'reliability.'
'
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 Appendices'
Sequential*Lesson*and*Assessment*Outline*
' *
Appendix' Lesson 1 – 45 m inutes

A' Lesson Outline

Introduction*to*nutrition*–*what*do*we*know?*
Assessment Outline
Diagnostic*Assessment*
Lesson% ! !
• Students!are!introduced!to!a!blank!healthy! • The!work!sample!will!be!used!as!a!pre!
plans% eating!food!pyramid.! assessment.!
% • The!teacher!will!discuss!what!goes!into! • Students!are!using!their!prior!knowledge!
each!of!the!sections.! to!complete!the!task.!
Click%here%to% • Have!a!short!group!discussion!about!the! • This!lesson!will!indicate!what!the!teacher!
go%back% topic.! needs!to!focus!on!throughout!the!sequence!
• Students!work!individually!to!complete!a! of!lessons.!
pyramid!using!their!current!knowledge!of!
food!and!nutrition.!
• At!the!end,!if!time!permits,!students!will!
share!their!work.!
!
!
Lesson 2 – 45 m inutes
Lesson Outline Assessment Outline
Influences*of*different*foods* Formative*assessment*
! !
Focus!on!breakfast:!Breakfast!should!include!a! • Questioning!!
range!of!different!foods!from!the!five!food!groups,! J!Ask!planned!questions!about!the!different!
it!is!the!most!important!meal,!it!gives!you!energy! foods,!what!is!the!most!common!foods,!
to!learn!and!play,!it!helps!you!grow!and!become! which!do!you!think!would!be!the!best!
stronger.! option,!why?!!
• Begin!by!recapping!the!previous!lesson! JAlso!ask!informal!or!spontaneous!
then!watch!a!short!YouTube!clip!that! questions!throughout!the!lesson.!
discusses!the!nutritional!benefit!of!the! • Observing!–!during!the!lesson!observe!
different!food!groups.!Followed!by!a!short! student!interactions!and!their!decisionJ
discussion.! making.!
• Students!each!get!a!sticky!note/square! • Work!sample!(the!graph)!–!this!will!
paper!and!draw!or!write!their!favorite! indicate!students!understanding!of!the!
breakfast.! different!food!groups.!
• They!then!place!it!onto!a!graph!of!the!5! • Discussions!
food!groups!where!they!believe!it!belongs.! J!Peer!assessments!of!where!each!food!
• Finish!the!lesson!with!a!group! belongs!on!the!pyramid.!
discussion/circle!time!with!teacher! !
facilitated!questions!such!as!the!effects!of! !
having!each!food!group!for!breakfast,!
which!would!be!the!best!choice,!why?!
Which!would!be!the!least!nutritional!
choice,!why?!
!
Curriculum*integration:!!
Mathematics!–!graphing,!statistics!and!data!
!
!
!
!
!
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' Lesson 3 – 45 m inutes
Lesson Outline Assessment Outline
Own*choices*–*swapping*food*choices* Formative*assessment*
! !
Focus!on!lunches:!By!swapping!items!we!put!in! • Work!sample!of!lunch!box!design!–!this!will!
our!lunch!box!we!are!able!to!make!a!big!difference! be!used!to!evaluate!the!students!
to!our!learning!and!growth.!! understandings.!
! • Discussions!–!the!teacher!will!roam!the!
• Discuss!the!things!we!like!to!have!in!our! classroom!throughout!the!lesson!and!
lunch!boxes!and!create!a!collaborative! facilitate!discussions!about!the!designs.!
brainstorm!on!the!board.! • Notes!–!of!any!misconceptions!that!the!
• We!will!do!a!shared!reading!of!the!Swap!It! teacher!notices.!These!can!be!addressed!
Webpage.! throughout!the!lesson!or!in!following!
• We!will!then!look!at!the!foods!and!discuss! lessons.!
if!there!are!any!items!we!could!swap!to! • Brainstorm!–!an!opportunity!to!probe!
create!a!healthier!lunch.! students!understandings!informally.!
• Students!will!then!be!asked!to!design,!draw! !
and!label!a!lunch!box!they!believe!will!
promote!healthy!choices!and!describe!the!
different!foods!in!their!lunch!box.!
• At!the!end!of!the!lesson!we!will!share!our!
ideas!with!the!class.!
!
Curriculum*Integration:*
Literacy!–!Interpreting,!Analyzing!and!Evaluating!
(Shared!reading)!
Design!technology!–!Creating!designed!solutions!
!
Lesson 4 – 45 m inutes
Lesson Outline Assessment Outline
Preparation*for*the*summative*assessment* Formative*assessment*
! *
• The!teacher!will!introduce!the!assessment! • Informal!discussions!and!questioning!
task!–!students!will!create!their!own! whilst!roaming!the!classroom.!
healthy!eating!pyramid!including!foods! • Anecdotal!notes.!
they!like!to!eat!that!will!be!displayed!in!the!
classroom!and!shared!during!a!short!
presentation!showing!the!different!
sections.!
• The!teacher!will!model!a!completed!
pyramid.!
• All!students!will!be!provided!with!a!
template!for!the!pyramid.!
• Instruct!students!to!begin!their!pyramid!
encouraging!them!to!incorporate!foods!
they!like!to!eat.!
!
Curriculum*Integration:*
Art!–!Present!and!Perform.!
Critical!and!creative!thinking!–!questions!and!
possibilities.!
!
!
'
' Lesson 5 – 45 m inutes
Lesson Outline Assessment Outline
Presenting*and*Peer*Assessing*the*Assessment*Task* Peer*assessment:*
* !
• Students!will!be!given!the!opportunity!to! • The!students!will!use!the!rubric!to!assess!
finish!their!pyramids!at!the!beginning!of! one!another.!This!will!be!closely!monitored!
the!class! and!discussed!how!to!appropriately!assess!
• They!will!then!pair!with!another!student! each!other.!!
and!assess!one!another!using!a!peer! !
assessment!sheet/rubric.! Summative*Assessment:*
• At!the!end!of!the!lesson!the!students!will! *
sit!in!a!circle!with!their!finished!product! • The!final!piece!will!be!marked!using!a!
and!given!the!opportunity!to!share!their! teacher!rubric!based!upon!the!Victorian!
pyramid!and!what!they!have!learnt!or! Curriculum.!
noticed!about!the!types!of!food!they!like!to! !
eat.!
• The!final!pyramids!will!be!displayed!within!
the!classroom.!
!
Curriculum*integration:*
Literacy!–!Interacting!with!others!
Personal!and!social!capabilities!J!collaboration!
!
!
'
Appendix' Healthy%eating%pyramid%pre<assessment%worksheet%template%
!
!
Notes:!
B' !
!
Materials% !
needed%for% !
!
assessmen !
t%tasks'' !
!
!
Click%here%to% !
!
go%back:% !
Assessment% !
!
development% !
!
!
Click%here%to% !
go%back:%
Whole%class%
data'

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Pre/post%assessment%data%record%sheet%template%

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Possible%teacher%rubric%for%final%summative%assessment%(optional)%

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 Peer%Assessment%(optional)%

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' Healthy%Eating%Pyramid%teaching%tool%

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' Healthy%Lunchbox%worksheet%template%

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' Student%work%samples%of%other%tasks%throughout%unit.%

' ' %
Appendix' Verbal%discussions%during%planning%time%were%valuable.%
%
C'
Q.'I'am'planning'on'implementing'a'series'of'5'lessons'about'food'
Evidence% and'nutrition,'what'would'you'suggest'is'the'best'way'to'assess'
of%peer% overall'student'growth?'
and% A.'Do'a'bit'of'a'‘what'do'they'know?’,'you'need'to'figure'out'how'to'
do'that.'This'may'be'a'brainstorm,'a'picture,'ask'what'students'
mentor% would'like'to'know?.'
feedback% Then'introduce'things'to'do'with'the'topic.'
on% '
Q.'What'data'would'be'valuable'data?''
proposed%
A.'You'want'to'have'a'range'of'assessment'tools.'Anecdotal'and'
assessmen photograph’s'are'good'for'keeping'track'of'your'assessment.'These'
t%design'' can'be'refered'back'to'and'also'used'for'reporting'and'evidence'of'
student'work.'
'
Click%here%
Statement'from'mentor:'You'need'to'focus'on'what'you'want'them'
to%go%back% to'learn,'the'Victorian'Curriculum'and'how'you'want'students'to'be'
assessed'throughout.'You'also'need'to'look'at'ways'to'differentiate'
your'tasks'for'students'in'the'class,'this'could'be'done'by'using'
premade'labels'and'brainstorming'words'and'ideas.'
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 References'
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Australian'Dietary'Guidelines,'2013,'Healthy%Eating%Pyramid,'Australian'nutrition'
foundation'inc.,'retrieved'online'11'June'2019,'URL:'
http://www.nutritionaustralia.org/sites/default/files/AustralianTDietaryTGuidelinesT
2013.pdf'
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Department'of'Education'and'Training,'2017,'High%Impact%Teaching%Strategies,%Victorian'
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Education'Services'Australia,'2016,'Student%Wellbeing%Hub,'Commonwealth'of'Australia,'
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source/inTfocusTpdf3e5fa2e4f1e145f1aab24429c4c9611b.pdf?sfvrsn=0'
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Faragher,'S,'2014,'Understanding%Assessment%in%Primary%Education,%SAGE'Publications,'
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Fried,'RL,'2001,'The%Passionate%Teacher:%A%Practical%Guide,'Beacon'Press,'Retrieved'18'
June'2019,'URL:'http://web.a.ebscohost.com.ezproxyT
b.deakin.edu.au/ehost/detail/detail?vid=0&sid=22d34efbT6f5aT451dT8d3aT
78031b73bbdb%40sessionmgr4006&bdata=JkF1dGhUeXBlPWlwLHNzbyZzaXRlPWVob
3N0LWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=43545&db=nlebk'
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Hargreaves,'E,'2013,'Inquiring%into%children’s%experiences%of%teacher%feedback:%
reconceptualising%Assessment%for%Learning,'Oxford'Review'of'Education'Vol.'39,'No.'2,'pp.'
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Klenowski,'V'and'WyattTSmith,'C,'2014,'‘Moderation'and'the'Use'of'standards’'in'
Klenowski,'V'and'WyattTSmith,'C'(eds),'Assessment%of%education;%standards,%judgments%
and%moderations,'pp.'72T96,'SAGE'publications,'retrieved'online'19'June'2019,'URL:'
https://content.talisaspire.com/deakin/bundles/5ad7d5ea646be001457bc964'
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Teachers'Guide'to'Assessment,'2011,%Teachers%Guide%to%Assessment,'ACT'Government'
Education,'retrieved'online'19'June'2019,'URL:'
https://www.education.act.gov.au/__data/assets/pdf_file/0011/297182/TeachersT
GuideTToTAssessment.pdf'
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Tomlinson,'CA'and'Moon,'TR,'2013,'Assessment%and%Student%Success%in%a%Differentiated%
Classroom,'ASCD'Book,'Virginia'USA,'retrieved'online'10'June'2019,'URL:'
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Victorian'State'Government'2019,'Victorian'Curriculum'and'Assessment'Authority,'
retrieved'June'9th,'2019,'http://victoriancurriculum.vcaa.vic.edu.au/'

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