Assessment allows teachers to initiate discussions with their students so they can better understand their strengths and

weaknesses. Therefore, I would ask this student to read aloud their story, providing opportunities to prompt them where improvement is needed (ACELY1683). Giving the student time to self-assess will help them learn rather than just telling them the answer. Reading aloud will help correct their sentence structure for example, highlighting the need for a full stop or comma when you take a breath. I would then underline and discuss the words/areas that still need attention for example: Names having capitals Remind them of the difference between there and their Spelling mistakes Placement of a question mark A title for the story After suggesting the improvements I would finish with some praise for the good job they have done.

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Part A: Evaluation
This evaluation will demonstrate the AITSL standard 5.4 for a graduate teacher to interpret student data, evaluate their learning and then modify teaching practices. The Tasmanian Curriculum promotes the main purpose of assessment is to improve student learning and states this should happen through an ongoing process of gathering and using evidence of student achievement (Department of Education [DOE], 2014). Assessment and Reporting in todays educational system is structured for the benefit of all stakeholders and is vital for a teacher to be professionally accountable (Campbell & Green, 2006, p.231). McInerney and McInerney in Brady & Kennedy (2010, p.174) suggest assessment should assist teachers in identifying if their teaching and learning strategies are effective. They believe it should serve as a means of improving teaching and learning while also enabling teachers to provide meaningful feedback to their students. However, before beginning an assessment it should be agreed that the process is fair, valid and reliable. It must allow every student equal

opportunity to demonstrate their level of attainment of the learning being assessed (Churchill et al., 2011, p. 407) and it must also meet its intended purpose and actually measure what it claims to be measuring (Churchill et al., 2011, p.408). Campbell & Green suggest a three-system approach. This consists of telling the student all the things they have done well, followed by some suggested improvements. Then it is recommended that the teacher praise the student for some specific element that was managed well (2006, p.231).

The following is a formative assessment because it has as its primary purpose the provision of feedback to improve future learning (Churchill et al., 2011, p.402). Therefore, a rubric has been developed suitable for this task based on the following understanding of a students knowledge at this year level (see Appendix A). The Australian Curriculum (n.d.) suggests students can create a range of texts for familiar and unfamiliar audiences, they can also

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demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They usually write using joined letters that are accurately formed and consistent in size however this piece has been typed on a computer so handwriting cannot be assessed, however it does show their ability to use a word processing program (ACELY1685).

Students in Year 3 should have a store of words that can be spelt automatically, especially common words (Winch et al., 2009, p.212). The Australian Curriculum (n.d.) calls these high-frequency sight words (ACELA1486). The National Assessment Program Literacy and Numeracy [NAPLAN] reaffirms that students at this year level are expected to spell correctly most of the simple words they choose to use in their writing. This sample shows that although there are some spelling mistakes, the student is developing well. They have correct spelling for almost all the simple everyday words, including forest, shadow, stinky and are developing how to use their knowledge of sounds to spell words accurately (Australian Curriculum, n.d.). For example, brack should be break and herd should be heard, suggesting further development is needed. Therefore, for spelling I have awarded a C.

NAPLANs National Minimum Standards for Year 3 suggests students generally write a text consisting of a few simple ideas that show audience awareness by using common story elements. The piece displays a well-sequenced narrative based on familiar and imagined types and settings (NAPLAN, 2011) and this is evident as the story flows well and makes sense. It has drawn a connection between their own experiences and texts they have read, and provides an avenue for the student to share their responses with others (ACELT1596). Therefore, based on the rubric I have awarded a B for text structure.

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According to NAPLAN, students tend to use simple verbs, adverbs, adjectives and nouns and can include some precise words. This student demonstrates the use of verbs correctly

(ACELA1482) and in the appropriate tense for example, smelt, being a simple past tense and past participle of smell. The student uses the pronoun her and the adverb an ugly shadow correctly while also demonstrating their understanding of how to use an, before a word starting with a vowel, explaining the B for cohesion. There is some evidence to suggest the student understands conjunctions to link sentences for example, using but and and, yet they should also have some correctly formed sentences. However, this student needs further support in this area as they have only used two full stops and one exclamation mark throughout the entire piece. Hence, I would suggest that the exclamation mark come after smelt or big yell rather than at the finish where all ends well. Therefore, because the student has not yet grasped the correct use of capital letters and full stops, I have given a C for sentence structure and a C- for punctuation.

Although this piece demonstrates a lack of self-editing or that the student needs further help developing some of the basic concepts for using words such as, there or their and no or know, the story still creates a realistic picture for its audience, so I have awarded a C for quality of writing. Similarly, for vocabulary I have awarded a C, because the student names the character and places her in a setting using very simple vocabulary. It demonstrates the students understanding of how language can be used to express feelings and also adapts features encountered in literary texts such as events sequenced in time (Australian Curriculum, n.d.).

Other minor areas of concern would include the use of a question mark when asking a question, plus the sentence gave (him) a bath needs a pronoun for it to read better. Also, to improve the dramatics of the story, the placement of the paragraph needs to be reconsidered
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(ACELA1479). The last obvious mistake in this piece is the word behinde however this could simply be a typing mistake as the e key is located directly above the d key and the student has not self-edited their work.

The purpose of feedback in any assessment is to help the student improve. This information needs to be carefully expressed to the student so they can and build on the foundations they have already gained with a positive outlook. The feedback for this piece would suggest some reiterating on capital letters for nouns and names, and further punctuation practice. Although this sample has highlighted multiple grammar issues, the student has still developed a good story-telling style (ACELA1601).

In summary, Campbell & Green claim writing has always presented difficulties for assessment, and much of the problem arises from the subjective dimension of assessment (2006, p.225). However, in the early years this is not considered a problem. Writing is a way of expressing ones ideas and is considered a major aspect of learning itself (Winch et al., 2009, p.200). Children use their literacy skills to plan, draft and publish a story (ACELY1682). It is a creative process where the influence of a students feelings and

emotions become important in the writing process, often the crucial driving force behind a piece of writing (Winch et al., 2009, p.200). However, writing is a form of creative expression that will always be subjected to opinions from the audience it attracts (Campbell & Green, 2006, p.225). Therefore as teachers, these opinions must always be focused towards providing a better educational standard. Consequently, Assessment and monitoring of literacy is a necessary part of a teachers everyday interactions (Campbell & Green, 2006, p.215) and a graduate teacher must therefore fully understand the importance and relevance of assessment as an integral part of ones teaching culture.

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References Australian Curriculum. (n.d.). English. Retrieved from http://www.australiancurriculum.edu.au/english/Curriculum/F-10 Australian Institute for Teaching and School Leadership (2014). Graduate standards. Retrieved from http://www.aitsl.edu.au/ Brady, L. & Kennedy, K. (2012). Assessment & Reporting: Celebrating Student Achievement (4th ed.). Frenchs Forest, NSW: Pearson. Brady, L. & Kennedy, K. (2010). Curriculum Construction, (4th ed.). Frenchs Forest, NSW: Pearson. Campbell, R. & Green, D. (2006). Literacies and Learners: Current Perspectives (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia. Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M. C., Nicholson, P., & Vick, M. (2011). Teaching: Making a Difference. Milton, QLD: Wiley & Sons Australia. Department of Education. (2014). Tasmanian Curriculum: English Literacy. Retrieved from http://www.education.tas.gov.au/Students/schoolscolleges/curriculum/Pages/Tasmanian-Curriculum.aspx Kalantzis, M. & Cope, B. (2012). Literacies. Port Melbourne: Cambridge University Press. National Assessment Program - Literacy & Numeracy. (2011). Retrieved from http://www.schools.nsw.edu.au/learning/712assessments/naplan/nms/writingYr3exam ples.html Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2009). Literacy: Reading, Writing and Childrens Literature (3rd ed.). South Melbourne, Victoria: Oxford University Press.

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Appendix A: Creative Writing Rubric: Quality of writing (Creativity, imagination, relevance, clarity, originality) Text structure (organisation, development, paragraphs) A B C Sustains wellorganised and relevant writing with some attempt at originality Sound understanding and application of appropriate language Logical sequence of ideas; uses paragraphs; some problems with use of pronouns Sound control of sentences structure, with some attempt at varied structure; problems with of rules of grammar Uses words appropriately, add with some discrimination Sound use of punctuation CMostly accurate spelling with good editing of spelling More core word are correct; good attempt at editing Award Given C

Sustains a high Sustains a good level of creative level of creative and and original original writing writing; well organised and clear A comprehensive understanding of appropriate language and structure Very high standard of logical sequencing and paragraphs; correct use of pronouns and other cohesion Flexible and sustained use of varied range of sentences structures; good control of rules of grammar Imaginative and discriminating use of a wide choice of words Correct use of a wide range of punctuate; good use of commas Accurate spelling with good editing of own spelling An independent understanding and application of appropriate language and structure Good standard of logical sequencing and paragraphs; understands use of pronouns and other cohesion systems Sustained use of varied range of sentences structures; few problems with rules of grammar Uses a wide choice of words

Cohesion (Logical sentence, paragraphs, pronoun references) Sentence structure & Grammar

Vocabulary (word choice, appropriate to text type) Grade punctuation

Generally correct use of punctuation

Spelling

(Campbell & Green, 2006, p.230)

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Part B: Reflection
In reflecting on my own learning that occurred as I completed Part A, was the difficultly I faced not having any background information relating to the context of why this piece of creative writing was written. With no prior knowledge, lesson plan information, or even task details to try and understand the context for which this was written, demonstrated very clearly the importance of having a lesson plan containing details of the expected learning outcomes. Similarly, the rubric was based on what I thought was suitable for the activity but could have been simplified to just the following three choices: working towards, achieved, or exceeded (Brady & Kennedy, 2012, p.151). I recently attended a Government Schools Moderation day for the Dance and Drama in Hobart and the terms approaching, at and above standard were being used when assessing students work. I particularly liked the term approaching as a positive way of monitoring student progress and would definitely use it when discussing the previous piece of creative writing.

I have labelled it creative writing but without knowing where the idea has come from makes it difficult to put the piece into perspective for example, without knowing the prior classroom conversations I could not gauge how far the students imagination has travelled to write this story. If the classroom had previously had discussions about adventures into the woods then it may be assessed as being not very imaginative, but if there had been no discussion in that area then it may be evaluated as being quite the opposite.

This reflection also demonstrated the importance of having prior knowledge of a students literacy skills before making the assessment, because without knowing their current level it is difficult to see if they have travelled any further in their learning journey. I would always start with the positives and then point out the improvements but the sample piece had no further

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information except that it was from a student in Year 3. Similarly, some mistakes could be accidental and some could be due to their lack of knowledge in that specific area. Therefore, it would definitely help to have background knowledge especially for formative assessments as they are an on-going part of a students education and helps assist teachers in making suggestions for their future learning.

In deeper reflection, Chapter 9 of Brady & Kennedy (2012) suggest that todays students will be subjected to far more assessments than those in the past. This is because of the fact cultures of accountability and benchmarking- measurement and comparison- now dominate public policy when it comes to education and assessment (p.141). I think back to my schooling days in the 1980s and vividly remember the horrors of testing. So the concept of future students being heavily subjected to this potentially horrible experience will guide my pre-service teacher research into finding the most student friendly ways of making the assessment process less scary and daunting, hence my first question below. I think most people can relate to the anxiety that comes with formal testing and then the agonising wait for results. During my tertiary education I have been told things like if you have completed all the learning activities in the module so far, you will find no surprises in the exam and I have found statements like this very comforting. I believe a childs level of confidence will fluctuate depending on the task at hand, therefore I can relate to Robyns Assessment for selfdirected learners the best (Brady & Kennedy, 2012, p.153). Robyn believes that there are multiple pathways of demonstrating learning and similarly for assessment. A students input is encouraged because they can then take ownership and hopefully learn from the experience. Robyn also visualises her pending assessments by laminating checklist and placing them around the room because she feels it is often not articulated for children what you want them to achieve.

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Question 1: stems from the previous paragraph. What are the best informal ways to assess students abilities so they feel comfortable to be themselves and not feel like it's a test, or that they are being pitted against their peers?

Question 2: my curiosity stems from the understanding that my Year 3 class will complete their NAPLAN testing while Im on prac. In your experience, how do you rate the NAPLAN process? Do you use the results to target your planning for the next year group? Do the NAPLAN results match your assessments of your students so far?

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