English Teachers Association
ETA AGQTP Assessment in English Resources
ETA conducted an assessment project to develop resources to assist teachers with aspects of assessment. Teachers conducted projects in their schools and developed resources to assist with formative and summative assessment strategies. These resources are presented as short papers and presentations for to use as discussion starters in English faculty meetings.
Peer and Self Assessment Strategies in the Stage 6 Classroom
This paper describes a process for integrating formative assessment strategies in an HSC English (Advanced) classroom. This teaching and learning strategy aimed to promote a constructivist/formative view of assessment and learning and to challenge directly each student’s summative and quantitative mindset
Self and Peer Assessment Surveys
This survey is an online tool for students to use to assess the development of narratives. You need Adobe Flashplayer to be installed on your computer to view this survey. Get Adobe Flashplayer here. At Killara High School teachers developed peer and self assessment strategies in a Year Nine Assessment Task and a Year 11 Shakespeare Performance Task. The student survey used for this task can be downloaded here and results for these students on the task are also available.
Peer and Self Assessment Templates
Teachers at Lochinvar High School created a number of templates that could be adapted to local contexts. These included peer assessment templates for dramatic reading, public speaking and descriptive writing. Read student and teacher evaluations of these strategies.
Using Bloom’s taxonomy to develop Reading Task questions for the HSC English (standard & Advanced) Area of Study Belonging
At a workshop held at North Sydney TAFE teachers reflected on how to construct reading task questions for the Area of Study Belonging using Bloom’s Revised Taxonomy. Like the project above, this activity also looks at integrating formative and summative approaches to assessment. Participants were given a sample reading task paper for the Area of Study Belonging and Bloom’s Taxonomy grid and asked to design reading task questions within the grid framework. The presentation, with presenter notes, that was used is also available.
Feedback, Assessment and Student Writing
St Leo’s College, Wahroonga chose to evaluate the impact of a variety of assessment and feedback strategies on the development of student writing. This presentation outlines the project they undertook, the sample assessment task and marking criteria, feedback report and writing feedback process. Student evaluations, developed through the online survey tool www.surveymonkey.com can be accessed here.
Reading Public Assessment Results
This presentation has been designed to be used as a tool for reflection at a faculty meeting. Using real school data from NAPLAN results, this presentation compares a class’s performance in reading, writing, spelling and grammar & punctuation. It includes information about this class’s performance at the school level in formative and summative assessment tasks and includes a class based summary of the diagnostic aspects of student writing from the NAPLAN test.
Corporate Marking Survey
This survey is a useful starting point for analysis of teacher perception of faculty assessment processes. In particular it focuses on the alignment of teaching and learning, tasks and marking criteria.
Specificity in Marking Criteria (English Extension)
This task is an example of specificity in marking criteria for an assessment task on Richard III
Acknowledgement
These projects were funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme.
Disclaimer
The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.