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assess 2.pdfAsses 1.pdf
Cross Curriculum Priorities
Cross Curriculum Priorities
Learning Modes
Learning Modes
Learning Intentions & Success Criteria
Learning Intentions & Success Criteria
All Stages
All Stages
Aspects of assessment
Aspects of assessment
Effective Learning & Assessment
Effective Learning & Assessment
Adapt and use this formative assessment template provided by Penelope Oliver-Sharp: Ruse PS
Adapt and use this formative assessment template provided by Penelope Oliver-Sharp: Ruse PS
Stage 3
Stage 3
main idea_manga.pdfGlenfield PS: S3 the main idea and summarising skills
Glenfield PS: S3 the main idea and summarising skills
S3 had been learning about identifying the main idea and summarising (a long journey...). Their assessment task was to combine these skills to create a graphic novel style page from a piece of factual text.
S3 had been learning about identifying the main idea and summarising (a long journey...). Their assessment task was to combine these skills to create a graphic novel style page from a piece of factual text.
Students were advised that illustrations should be part of their work but it needed to be a balance of text and illustrations.
Students were advised that illustrations should be part of their work but it needed to be a balance of text and illustrations.
Feedback from students was that they really enjoyed this task.
Feedback from students was that they really enjoyed this task.
EN3-3A; EN3-5B; EN3-7C
ER_Author Study Rubric.docxGlenfield PS: S3 biography rubric
Glenfield PS: S3 biography rubric
While this rubric was created for an Emily Rodda author study, it could be adapted for any author study with a bit of tweaking.
While this rubric was created for an Emily Rodda author study, it could be adapted for any author study with a bit of tweaking.
Stage 2
Stage 2
Glenfield PS: S2 nonfiction text features
Glenfield PS: S2 nonfiction text features
Nonfiction tex features.docx
S2 students investigated nonfiction texts features to understand how these could assist with research as well as improving the content and presentation of their own research projects. Their assessment task was to apply this knowledge to a nonfiction piece of writing. A poster display (purchased from TpT) was able to be used as a prompt.
EN2-4A; EN2-8B
Stage 1
Stage 1
Early Stage 1
Early Stage 1
KINDERGARTEN – YEAR 6 ASSESSMENT STRATEGIES
KINDERGARTEN – YEAR 6 ASSESSMENT STRATEGIES
Rubrics
Rubrics
Assesssment comments
Assesssment comments
Ideas, suggestions and maybe some inspiration...
Ideas, suggestions and maybe some inspiration...
2012 article by Darcy Lohmiller; useful content [US site]
2012 article by Darcy Lohmiller; useful content [US site]
Comment examples:
XX applies herself to developing her information literacy skills and completing set tasks, and is a regular borrower.
XX is capable of producing good work but often fails to follow instructions and does not complete set tasks.
XX works consistently in library to develop her information literacy skills and is a regular borrower.
XX continues to develop her information literacy skills in library. She is a keen and consistent borrower, and successfully completed the PRC.
XX works hard in library but needs to ask for help so he can complete set tasks. XX would benefit from reading a wider range of books.
XX needs to apply himself to set tasks library to help him develop valuable information literacy skills. He would benefit from increased borrowing from a wider range of books.
XX needs to focus in library and apply himself to set tasks designed to help him develop valuable information literacy skills. He would benefit from increased borrowing from a wider range of books. Although an extensive borrower, he would benefit from reading more challenging books.
Feedback
Feedback
Feedback
Feedback
From the 2019 Primary Libraries conference workshop
From the 2019 Primary Libraries conference workshop
Himali Ranaweera's workshop
Himali Ranaweera's workshop
Updated in October 2019
Presentation.pdfPage updated
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