BED200 Assignment 2: Action Research Project (50%)€¦ · BED200 - Assignment 2 Jemma Cox...

BED200Assignment2:ActionResearchProject(50%)Due:26October2016,17:00|3000words|submitviatheLMS|submitallrequiredappendices

Partone(tobecompletedbystudent)Name:JemmaCoxStudentNo32561204E-mailaddress:[email protected]

Tutor’sName:Alison

ExceptwhereIhaveindicated,theworkIamsubmittinginthisassignmentismyownworkandhasnotbeensubmittedpreviouslyforassessment.IalsodeclarethatIhavekeptahardcopyofthisassignment.

Signed:JemmaCoxDate:1/11/16

Parttwo(tobecompletedbymarker)Section Possible

MarksActualMarks

Comments

1.Actionresearchquestion(wordcountN/A)

1

2.Reviewoftherelated

literature(approx.900words)

10

3.Datacollectionandanalysis(approx.700words)

8

4.Presentandshareyourdata(wordcountN/A)

5

5.Descriptionofwhatyou

learnedfromyourproject(approx.700words)

10

6.Recommendationsfor

personalchange(wordcount–400words)

5

7.Recommendationsforthe

nextactionresearchcycle

relatedtothistopic(wordcount–300words)

4

8.Appendices(wordcount–N/A)

4

Generalgoodquality(sentence

structure,grammar,

punctuation,headingsand

subheadings,formatting,etc.)

3

Total

50

GeneralComments:

Tutor:_______________________________Date:________________________

BED200-Assignment2 JemmaCox(32561204)

BED200

AssignmentTwo

ByJemmaCox

Due:26thOctober2016


ActionResearchProject

ByJemmaCox

ActionResearchQuestion

“Howwouldayear1criterion-referencedwritingassessmentbefairforall

students?”

ReviewoftheRelatedLiterature

Assessmentisanimportantpartofeducationasitinformsthequalityofteaching

andallowsteacherstomakejudgmentsonstudentdevelopment.Criterion-

referencedassessmentisanexampleassessmentpracticeusedtoinform

effectiveteachingandlearning.Acriterion-referencedassessmentisaformof

standardisedtestingusedtoassistteachersindeterminingwhetherstudentsare

meetingthecriteriaofpre-establishedlearningoutcomes(Clifford,2016).Itisa

commonpracticebyteacherstoimplementcriterion-referencedassessments

usingapassorfailapproach,orformalassessmentssuchasrubricsand

checklists(Tay&Lim,2011).Whilstthistypeofassessmentisusedinvarious

subjectareasofthecurriculum,itisnotuncommonforcriterion-referenced

assessmentstobeusedwhenevaluatingstudentwriting(Freiberg,2008).As

accordingtoSaunders(2016),theprocessofassessingstudentwritingagainsta

setofcriteriacanbedoneinthreestages.Firstly,criterion-referenced


assessmentscaninitiallytakeplaceatthebeginningofanewyear,semesteror

term.Thereasoningbehindthispre-testingapproachistomakejudgementson

whetherstudentsareaboveorbelowparticularstandards,whethertheyneedto

beallocatedwithinspecialprogramsandtoinformfuturelessonplanning.Using

anewstudentasanexample,theteachercanassessthestudent’swriting(such

astheirspelling)todeterminewheretheyareincorrelationwiththestandards

oftheiryearlevel(suchassessmentsincludeconductingaSchonellspellingtest

andcomparingittothefirststepswritingmapofdevelopment).Thesecond

phase,inwhichteacherscanusecriterion-referencedassessments,isduring

teaching.Thisprocessissignificantlyimportantinordertomonitorstudents’

learning,providefeedbackandinformthemodificationofinstruction.Lastly,

criterion-referencedassessmentsarealsocommonlyusedasaformof

summativeassessment.Thisiswhentheextentofstudentslearningis

determinedthroughmeanssuchastestsorassignments.Furthermore,byusing

acriterion-referencedassessment,teachersareabletoinvestigatewhether

studentshavemetaparticularsetofstandards,andwhetherteachingneedsto

bemodifiedtosupporttheirlearning.

Thereisplentyofevidencetosupporttheuseofeffectivecriterion-referenced

assessment.Andrade(2007)conductedaresearchprojecttodiscoverstudents’

responsesaboutacriterion-referencedself-assessment.Duringthisproject,

focusgroups(ofthesamegenderandsize)participatedinaneducational

psychologycoursethatrequiredthemtouseself-assessment,linkedtoasetof

criteria,onaregularbasis.Attheconclusionoftheassessment,thestudents

weretheninterviewedonhowtheythoughtthetypeofassessmentimpactedon


theirlearning.Itwasfoundthatmanyofthestudentsbenefitedfromhavea

criterion-referenceself-assessment,asitallowedthemtoclearlyunderstand

whatwasexpectedofthem.Asidefromthisinvestigation,(Saunders,2016)

outlinedhowcriterion-referencedassessmentscanalsoassistinreportingto

parents,makingcriticaldecisionsaboutstudentability,andimprovingteaching

andlearning.Toexpand,usingthistypeofstandardisedassessmentcanallow

teacherstoreporttoparentsandprovidethemwithevidenceonhowtheirchild

isdeveloping.Italsodetermineswhetherornotstudentsneedtobe

administeredintospecialprograms,andwhetherimprovementsareneededin

thewaystudentsarebeingtaught.Althoughthesepointssupporttheuseof

criterion-referencedassessment,thereisalsoevidencetocontrastits

effectiveness.Forexample,ananalysisofacriterion-referencedassessment

projectbyJewels,FordandJones(2007),recognisedhowtherearevariousflaws

inthissortofassessment.Intheirstudies,theyinvestigatedhowacriterion-

referencedassessmentwouldbenefitthegradesofuniversitystudents,however

theresultswereoppositetowhattheywereexpecting.Itwasunderstoodthat

thestudents“wereconfusedaboutthecriteria,felttheircreativitywasstifled,

andstafffeltthestandardshaddropped”(Jewels,Ford&Jones2007).

Inordertoprovetheseconceptionswrong,therearevariousthingsinwhichI

cando.Thefirstpointismakingsurethecriterion-referencedassessmentis

goingtobefairforallstudents.Byensuringitsfairness,itwillavoidmaking

studentsfeellessanxiousandwillguaranteeareliablesetofinformation.Within

thisactionresearchproject,Iwillbeinvestigatinghowtomakeacriterion-

referencedassessmentfair,inordertomakefutureassessmentsmoreeffective.


Thiswillbeachievedbyassessingstudentswritingagainstananalyticrubric.By

usingarubric,itwillrecognisewhetherstudents’workisbeingassessedequally

andwithoutsubjectivity.Thesecondpointismakingsurethecriteria,inwhichI

amassessing,isrelevantforthetaskandtheyearlevel.Thiswillinformthe

communicationtostudents,sothattheyclearlyunderstandwhatisexpectedof

them.Inaddition,itwillalsoensurethatstudentsarebeingmarkedagainstan

appropriatesetofstandards,suchasthestandardsdevelopedbytheAustralian

curriculum.Tounderstandhowthiswillbeachievedduringtheactionresearch

project,theanalyticrubricwillbeclearlyalignedwiththeyearonewriting

standardsforanarrativerecount,howeveritwillalsoencouragetheuseof

multimodaltexts(drawings).

DataCollectionandAnalysis

Inordertoanswertheactionresearchquestion,datawascollectedusinga

summativeassessmentmethod.Duringtheactionresearchproject,students

werereadthebook“BlossomPossum”(appendix1),andwerethenrequiredto

retellthestoryintheirownwords.Studentsweregivenasmuchtimeasthey

wantedtofinishtheirwriting,untilitwasmarkedagainstarubric.Therubric

(appendix2and3)wasdevelopedincorrelationwiththeachievement

standardsforayearonenarrativerecount.Thisenabledfortheprocessof

makingassumptionsoneachindividualstudent’sability.Overall,therubric

representedasummativeassessmentstrategydesignedtocollectquantitative

data.


Thedatacollectioninstrumentusedwasthatofananalyticrubric.Usingarubric

wasaneffectivetoolthatalignedwithacriterion-referencedassessment,and

assistedinansweringtheactionresearchquestion.Usingtherubricalsoimplied

whetherstudentsaremeetingtheexpectedcriteriaofyear1.Forexample,the

sectionintherubricthatstates“useofcorrectspelling,grammarand

punctuation”outlinedtheproductiveachievementstandardof“accurately

spellinghigh-frequencywordsandwordswithregularspellingpatterns”aswell

as“usingcapitallettersandfullstopsandformingallupper-andlower-case

letterscorrectly”.Asidefromensuringthedatacollectionmethodalignedwitha

criterion-referencedassessment,itwasalsoimportantthatitwasfairforall

students.Thiswasparticularlydifficulttoguarantee,howeveritwasfairinthe

sensethatallstudentshadtheopportunitytosucceed(bygivingthemasmuch

timeastheyneededtocompletetheactivity).Inaddition,itwasalsoimportant

thattherubricalignedwiththeiryearlevel.Becauseofthis,therubricwas

developedinalignmentwiththeexcellent,high,satisfactoryandlimited

achievementstandardsforayear1narrativerecount(appendix4).

Asdiscussedearlier,theanalyticrubricwascreatedinalignmentwiththe

achievementstandardsofayear1narrativerecount.Thisdatacollectiontool

wasdesignedtoassessvariousaspectsofwritingsuchasgrammar,spellingand

punctuation.Beforeconductingtheactionresearchproject,theachievement

standardswerecarefullyconsideredinordertomaketherubricrelevantand

reliable.Forexample,thelimitedachievementcolumnontherubricwas

specificallydevelopedincorrelationwiththelimitedachievementexample“Frits

theFrog”fromtheAustraliancurriculum(SchoolCurriculumandStandards


Authority,2016).Indoingso,itinformedwhatstandardstudentswereachieving

atincomparisonwiththestandardssetbytheAustraliancurriculum.In

completionofthetask,students’workwasmarkedandassessedagainstthe

rubric.Duringtheprocessofassessingstudents’work,therowheadingsofthe

rubricwereusedtosectionthemarkingprocess.Forexample,withtherow

heading“providesideasaboutideasorevents”,theworkofbothstudentswas

markedbeforemovingontothenextrowheading.Thisensuredthatboth

studentswerereceivingfairandjustifiableresults.

Toanalysethedata,thetechniqueusedwasthatofdescriptivestatistics

(Saunders,2016).Usingaregularbargraphtopresentstudents’results,each

sectionoftherubricwasorganisedontothegraphusingthenameofthestudent

forthehorizontalaxesandthelevelofachievementfortheverticalaxes(thiscan

beviewedinpresentationofresults).Oncestudents’resultswerepresentedin

aneasilyunderstoodmanner,thedatawasthendispersedtodisplaythe

studentsoverallmark.Thiswasdonebycalculatingtherangeofeachstudent’s

scores(bysubtractingthelowestscoresfromthehighestscore)andthen

displayingitonanotherbargraph.Thiscondensedthestudents’scoresand

allowedforeasycomparisonagainsttheachievementstandardsofthe

Australiancurriculum.Byorganisingthedatainbothabroadandcondensed

manner,itallowssearchingforinformationtobeaneasyprocess,andeffectively

informswherestudentsareintermsoftheachievementstandardsofyear1.


Presentationofresults

0

0.5

1

1.5

2

2.5

Xavier Ngatama

Detailsonideas/events

Spelling,grammarandpunctuation

Textstructure

Multimodalelements

0

0.2

0.4

0.6

0.8

1

1.2

Xavier Ngatama

Overallmark

Overallmark


Descriptionofwhatyoulearntduringtheproject

Sinceconductingtheactionresearchproject,theresultsshowedthatboth

studentsendedupatalimitedachievementstandard.Thiswasevidentby

comparingstudents’worktotheassessmentrubric.Whenanalysingthedata,

however,itwasfoundthatthetaskgiventothestudentsdidnotallowthemto

showtheirfullwritingability(thiswasalsoapparentwhenviewingotherpieces

ofwritingthestudentshadproduced).Becauseofthis,itwasdifficulttosaythat

thecriterion-referencedassessmentwasfairforbothparticipants,andthatthe

actionresearchprojectwassuccessful.Otherfactorsalsoinfluencedthe

reliabilityofthedatasuchasdistraction,qualityofinstructionsandrelevanceof

thetask.Forexample,wheninstructingtheparticipantstobeginthewriting

task,itwasunsurewhetherstudentshadknowledgeontheskillsbeingassessed.

Althoughtheactionresearchprojectwassomewhatunsuccessful,itallowedfor

professionalreflexivity,andunderstandinghowdifferentfactorscannegatively

influencedata.

Aftersummarisingmymainfindingsoftheactionresearchproject,itisclearthat

themostimportantaspectlearntwashowmuchconsiderationgoesintomaking

anassessment‘fair’.Primarily,itisunrealistictomakejudgementsonstudent

achievementwithoutfirstensuringthattheyallhaveanequitablechanceat

accomplishment.Insayingthis,theoutcomeoftheactionresearchproject

informedtheimportanceofconductingacriterion-referencedassessment

followingeffectiveteachingontheassessmentarea.Bydoingso,itensuresthat

allresultsareconsistentandreliable.Inaddition,whenmakingsureacriterion


assessmentis‘fair’,itisalsoimportanttoconsiderhowstudentabilityisgoingto

beevaluated.Inthecaseoftheactionresearchproject,itwasfoundthatusinga

rubricwasaneffectivetoolthatensuredallstudentswerebeingassessedfairly.

Asidefromthis,usingarubricalsoassistedinmakingdirectassumptionsabout

wherestudentswereatintermsofthecurriculumstandards.Whilsttheseare

onlyafewaspectstoconsiderwhenmakingacriterion-referencedassessment

fair,itiscriticalthatteachersstilltakenoteoftheminordertoinformeffective

learningandteaching.

TherearevariousthingsIhavelearntafterconductingtheactionresearch

project.WhenIinitiallystartedtheproject,Ididnottakeintoconsiderationthe

variousaspectsneededtosuccessfulanswertheactionresearchquestion.These

includedprovidingappropriateinstructionsforstudents,producingadata

collectiontoolandanalysingthedata.Becauseofthis,itwasdifficultto

determinewhethertheactionresearchprojectwaseffective.Insayingthis,I

havelearntthatitisimportanttobeorganised,andtothoroughlyplantheaction

researchbeforeactuallyconductingit.Indoingso,itmaximisesthechanceof

collectingreliabledata,andfurthermoreansweringtheactionresearchquestion.

Ihavealsolearntthatconductingactionresearchtakesalotofprofessional

reflexivity.Althoughtheprojectdidnotanswerthequestiontotheexpected

standard,ithasallowedmetoreflectonwhatworkedandwhatneedstobe

modified.Indoingso,ithasallowedmetounderstandwhatisneededto

reproducemoresuccessfulresearchinthefuture.


TheanalyticrubricinwhichIhadusedwasappropriatefortheactionresearch

project.Althoughthestudentsdidnotproduceanarrativerecounttothebestof

theirability,itstillallowedmetoassesstheirwritinginafairmanner.Because

thesamerubricwasusedforeachstudent,itmadethemarkingprocess

consistentandavoidedanysubjectivity.Whilsttheactionresearchwasnot

properlyexecuted,therubricwouldhavecollectedthedataneededtoanswer

theresearchquestion.Insayingthis,therubricwillonlyneedtobemodifiedto

suitthetaskofthenextactionresearchproject.

RecommendationsforPersonalChange

Inordertocontinuouslyimproveanddevelopasapre-serviceteacher,thereare

variousrecommendationsforchangethatIwouldconsider.Thefirst

recommendationwouldbetoensurethatmoreexplicitresearchisdoneabout

analysingdatafromacriterion-referencedassessment.Althoughthestrategy

usedduringtheactionresearchprojectwassufficient,itwouldbemore

appropriatetounderstanddifferentwaysinwhichdatacanbeanalysed.By

doingso,itopensupmyunderstandingonthevariouswaysactionresearchcan

takeplaceinorderforfutureprojectstobesuccessful.Thesecondpersonal

changeIwouldconsiderishavingadeeperconsiderationfortheparticipants

usedintheactionresearchproject.Inotherwords,Imustensurethattheage

andnumberofparticipantsIamchoosingtousewilleffectivelysolvetheaction

researchquestion.Becausemyactionresearchquestionfocusedon

understandinghowassessmentcanbefairforallstudents,itwasdifficult

comingtoaconclusionwithonlytwolearners.Insayingthis,Irecommend


modifyingtheactionresearchprojecttoincludealargergroupofparticipants.

Thisnotonlymakesdatamorerelevantandreliable,butitalsobeneficially

increasesthechallengeofmakingtheassessmentfairforallstudents.

Whilsttherearechangestoconsiderasapre-serviceteacher,therearealso

changestoconsiderduringmyfutureteachingcareer.ThefirstchangeIwould

makewouldbetoensurethatthisactionresearchprojectisconductedin

connectionwithlessonsonwriting.Anegativeaspectthatoccurredduringthis

projectwasthatIhadaskedstudentstowriteanarrativerecountwithout

properlyknowingiftheyhadtheskillsrequiredforthetask.Thisunderlines

withtheconceptof“youcan’tassesswhatyouhaven’ttaught”(Saunders,2016).

Insayingthis,itiscriticalthatIconductactionresearchprojectsfollowingthe

instructionofaparticularskill.Indoingso,itensuresthatthedataIam

collecting,duringmyteachingcareer,isvaluableandreliable.Thesecond

recommendationforpersonalchangewouldbetoensureactionresearch

becomesaregularpracticeinordertoreflectonandimprovelearningand

teaching.WhilstIdidnotconsideractionresearchtobeamajorconcernpriorto

conductinganactionresearchproject,Inowunderstandthatitis,infact,an

importantprincipleforteachers.Byconductingactionresearch,Icancollect

informationthatwillinformeffectingteachingandlearning.


Recommendationsforthenextactionresearchcyclerelatedtothistopic

Thenextsteptotakeinregardstotheactionresearchcyclewouldbetomodify

itandconductitagain.ThefollowingpointsindicatehowIwouldadjustthe

actionresearchproject.

Participants:

Asthepurposeoftheresearchprojectwastodiscoverhowtomakeassessment

fairforallstudents,itwouldbemoresuitableiftherewerealargernumberof

participants.Becauseofthis,Iwouldsuggestthatthenextactionresearch

projectincludedatleast10participantsofthesameage.

Assessmenttool(rubric):

Theassessmenttoolusedwasadequateenoughtohelpanswertheresearch

question.Forthenextresearchproject,Iwouldensurethattherubricusedis

stillrelevanttothewritingtask,andisinparallelwiththecurriculumstandards.

Writingtask:

Forthenextactionresearchtask,Iwouldensurethatstudentshaveknowledge

onthewritingtaskexpectedofthem.Forexample,ifIamassessinganarrative,

allstudentsmusthaveanunderstandingonthebasicstructureofanarrative,as

wellaslanguagefeaturestoexpresstheirideas.Ifthestudentsdonothavethese

skills,thenthedatacollectedwillnotberelevantanditwillnotsufficiently

answertheresearchquestion.Iwouldalsoconsideraskingstudentstowritea


textotherthananarrativerecount(asdoneduringtheactionresearchproject),

sothatIdevelopanunderstandingonhowtoassessdifferenttexttypes.

Timing:

Iwouldfirstunderstandwhetherthestudentshavelearntabouttheparticular

texttypebeforeconductingthenextactionresearchproject.Thiswillensure

thatallstudentshavebeenscaffoldedenoughtoachievesuccessduringthe

assessment.Theotherrecommendationtoconsiderishowlongtheprojectwill

takeplace.Forexample,iffutureparticipantswererequiredtowriteanarrative,

asuggestionwouldbetogetthemtowriteitatthreedifferenttimes.Thiswould

givethestudentsthemostamountofopportunitytosucceed,andwillavoid

themfeelingpressuredtocompletethetaskinasmalltimeframe.

Moderation:

Forthenextactionresearchproject,Iwouldalsoincorporatetheuseof

moderation.Bydoingso,itfurtherinformswhethertheassessmentisfairforall

students.


Appendices Appendix1

Published:2006Authors:KilmenyNiland,GinaM.Newton

Appendix2Student:XavierDillonScore:5/18

Year 1 Limited Achievement (1) Satisfactory Achievement (2) High Achievement (3) Excellent Achievement (4)

Provide details about ideas or events

Provides a few simple details about ideas or events.

Provides details about ideas or events. Uses vocabulary and adjectives often for emphasis

Provides details about ideas and events through the use of descriptive language

Provides details and develops ideas through the use of topic-specific vocabulary.

Use of correct spelling, grammar and punctuation

Spells some words with regular spelling patterns, including most CVC words. Inconsistently uses capital letters and full stops. Correctly forms most unjoined upper-case and lower-case letters. Spells words phonetically representing initial or key sounds. Correctly spells some simple high-frequency words, such as ‘to’, ‘we’, ‘in’, ‘up’, ‘us’, ‘as’.

Correctly spells high-frequency words, such as ‘was’, ‘went’, ‘them’, ‘there’. Spells words phonetically, representing most sounds. Uses capital letters and full stops inconsistently. Correctly spells words with regular spelling patterns. Writes correctly formed unjoined upper-case and lower-case letters that are uniform in size.

Uses punctuation with some accuracy. Correctly spells one-syllable words containing vowels with regular spelling patterns. Spells words representing all sounds using phonics. Writes correctly formed unjoined upper-case and lower-case letters. Uses capital letters and full stops in majority of the text.

Correctly spells words of two syllables. Uses a range of accurate punctuation. Correctly spells words comprising two syllables. Experiments with suffixes, such as ‘ing’, ‘ed’, ‘es’. Consistently spells a range of complex high- frequency words. Writes correctly formed unjoined upper-case and lower-case letters. Uses capital letters and full stops consistently throughout the text.

Use of appropriate text structure

Creates a short text using simple frameworks, which follows some elements of the structure. Writes a combination of short simple sentences.

Creates short text using simple frameworks, which follow main elements of the structure. Writes simple sentences and frequently uses ‘and’ to connect clauses.

Creates texts using simple frameworks, which follow all of the elements of the structure. Writes compound sentences using coordinating conjunctions, such as ‘and’, ‘but’, ‘so’.

Creates detailed texts using simple frameworks, which follow all of the elements of the structure. Writes complex sentences using subordinating conjunctions such as ‘that’.

Use of multimodal elements

Does not draw an image to support the text.

Draws an image that is not relevant to the text.

Draws an image that supports the text.


Appendix3Student:NgatamaScore:5/18

Year 1 Limited Achievement (1) Satisfactory Achievement (2) High Achievement (3) Excellent Achievement (4)

Provide details about ideas or events

Provides a few simple details about ideas or events.

Provides details about ideas or events. Uses vocabulary and adjectives often for emphasis

Provides details about ideas and events through the use of descriptive language

Provides details and develops ideas through the use of topic-specific vocabulary.

Use of correct spelling, grammar and punctuation

Spells some words with regular spelling patterns, including most CVC words. Inconsistently uses capital letters and full stops. Correctly forms most unjoined upper-case and lower-case letters. Spells words phonetically representing initial or key sounds. Correctly spells some simple high-frequency words, such as ‘to’, ‘we’, ‘in’, ‘up’, ‘us’, ‘as’.

Correctly spells high-frequency words, such as ‘was’, ‘went’, ‘them’, ‘there’. Spells words phonetically, representing most sounds. Uses capital letters and full stops inconsistently. Correctly spells words with regular spelling patterns. Writes correctly formed unjoined upper-case and lower-case letters that are uniform in size.

Uses punctuation with some accuracy. Correctly spells one-syllable words containing vowels with regular spelling patterns. Spells words representing all sounds using phonics. Writes correctly formed unjoined upper-case and lower-case letters. Uses capital letters and full stops in majority of the text.

Correctly spells words of two syllables. Uses a range of accurate punctuation. Correctly spells words comprising two syllables. Experiments with suffixes, such as ‘ing’, ‘ed’, ‘es’. Consistently spells a range of complex high- frequency words. Writes correctly formed unjoined upper-case and lower-case letters. Uses capital letters and full stops consistently throughout the text.

Use of appropriate text structure

Creates a short text using simple frameworks, which follows some elements of the structure. Writes a combination of short simple sentences.

Creates short text using simple frameworks, which follow main elements of the structure. Writes simple sentences and frequently uses ‘and’ to connect clauses.

Creates texts using simple frameworks, which follow all of the elements of the structure. Writes compound sentences using coordinating conjunctions, such as ‘and’, ‘but’, ‘so’.

Creates detailed texts using simple frameworks, which follow all of the elements of the structure. Writes complex sentences using subordinating conjunctions such as ‘that’.

Use of multimodal elements

Does not draw an image to support the text.

Draws an image that is not relevant to the text.

Draws an image that supports the text.

Appendix4

Year1:

Contentdescription:Createshortimaginativeandinformativetextsthatshow

emerginguseofappropriatetextstructure,sentence-levelgrammar,word

choice,spelling,punctuation,andappropriatemultimodalelements,forexample

illustrationsanddiagrams.(ACELY1661)

http://k10outline.scsa.wa.edu.au/home/assessment/snap-shots-choose-a-

year/year-1/english


HighAchievement:

http://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0020/14618/ENG_Yea

r_1_Narrative-writing_Recount_Fritz_high_Work_sample.PDF

Satisfactory:


r_1_Narrative-writing_Recount_Fritz_satisfactory_Work_sample.PDF

Limitedachievement:


r_1_Narrative-writing_Recount_Fritz_limited_Work_sample.PDF

Excellentachievement:


r_1_Narrative-writing_Recount_Fritz_excellent_Work_sample.PDF


Appendix5Students’worksamples:


Appendix6Signedconsentforms

Jemma


References

Andrade,H.,&Du,Y.(2007).Studentresponsestocriteria-referencedself-

assessment.Assessment&EvaluationinHigherEducation,32(2),159-181.

doi:10.1080/02602930600801928

Australia.SchoolCurriculumStandardsandAssessmentAuthority(2016).

JudgingStandards–Year1.Retrievedfrom

http://k10outline.scsa.wa.edu.au/home/assessment/judgingstandards/judging-

standards-choose-a-year/Year-1

Clifford,R.(2016).ARationaleforCriterion-ReferencedProficiency

Testing.ForeignLanguageAnnals,49(2),224-234.doi:10.1111/flan.12201

Freiberg,J.(2008).Criteria,standardsandintuitionsintheimpreciseworkof

assessingwriting.LiteracyLearning:theMiddleYears,16(3),20.Retrievedfrom

http://go.galegroup.com/ps/i.do?p=AONE&sw=w&u=murdoch&v=2.1&id=GALE

%7CA195069853&it=r&asid=52a92a4613ca8c8964c521de2d2f3a99

Jewels,T.,Ford,M.,&Jones,W.(2007).Whatexactlydoyouwantmetodo?

Analysisofacriterionreferencedassessmentproject.JournalofInformation

TechnologyEducation,6,311.Retrievedfrom

http://go.galegroup.com/ps/i.do?p=AONE&sw=w&u=murdoch&v=2.1&id=GALE

%7CA205270259&it=r&asid=7e2f6ffb873114be5020b2874b6f7fea


Saunders,R.2016.Doingactionresearch.BED200-AssessmentandAction

Research.Murdoch:MurdochUniversity.

Saunders,R.2016.Introductiontoassessment:purposesandtypes.BED200-

AssessmentandActionResearch.Murdoch:MurdochUniversity.

Saunders,R.2016.Standardisedassessmenttosupportandimproveeffective

teachingandlearning.BED200-AssessmentandActionResearch.Murdoch:

MurdochUniversity.

Tay,K.M.,&Lim,C.P.(2011).Afuzzyinferencesystem-basedcriterion-

referencedassessmentmodel.ExpertSystemswithApplications,38(9),11129-

11136.doi:10.1016/j.eswa.2011.02.158

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