EPR200 – ASSIGNMENT #1: A STUDENT ASSESSMENT: TASK 2

TASK #2: YEAR 9 PERSUASIVE TEXT
ACARA STANDARDS:
Create imaginative, informative and persuasive texts that present a
Student has selected an imaginative debatable topic of: the amount
point of view and advance or illustrate arguments, including texts that money spent on toys, which possesses great amounts of potential to
integrate visual, print and/or audio features.
develop into a persuasive argument. Although they choose not to
(ACELY1746)
expand too greatly on the subject.
Argument is written in first person (“I think”) to grasp the reader,
using simple sentences towards the individual reading “Do you think”.
Understand how punctuation is used along with layout and font
variations in constructing texts for different audiences and purposes
(ACELA1556)

Student uses limited amounts of punctuation within set text. Full stops are
the only type of punctuation used, with the absence of needed question
marks and commas.

Identify how vocabulary choices contribute to specificity, abstraction
and stylistic effectiveness.
(ACELA1561)

Student addresses audience with forward and directed wording towards
their opinion of money spent on toys. It is obvious that the reader holds a
particular bias and is able to convey limited thoughts on the issue.

Understand how spelling is used creatively in texts for particular
effects, for example characterisation and humour and to represent
accents and styles of speech.
(ACELA1562)

Students can replicate simplistic short words corrected. Spelling the majority
of the text correctly with the exception of: young, wouldn’t, what and using
“to” incorrectly.

NAPLAN 2012: CRITERIA FOR MARKING

STUDENT GRADE ON ASSINGMENT
Rubric Areas
1

Audience

2

Text Structure

3

Ideas

4

Persuasive devices

5

Vocabulary

6

Cohesion

7

Paragraphing

8

Sentence Structure

9

Punctuation

10

Spelling

Description of Work
Persuasive text orientates the reader sufficiently to follow the text with ease.
Text consisted of simplified introduction, body and conclusion
Contains a couple ideas which are slightly elaborated upon
Rhetorical and Factual devices used as persuasion
Used a variety of simple words and with a few specific wordings
Accurate referencing to ideas with a few correct links between sentences
Paragraphs are all focused upon a single idea

Student Mark
3
2
3
1
2
2
2

Contains correct simple sentences

2

Correct usage of capitalization with some correctly placed periods (lacking any other form of
punctuation eg. ? ,)
Correct spelling of most simple words and tenses

1
3

TOTAL: 21 OF 48
MARK: 44 %

(ROUNDED)

TEACHER FEEDBACK

Annotations
Student possesses great imaginative potential in formulating ideas and topics
for persuasive text. They grasp several of the key concepts of persuasive
devices. Familiarity towards text structure is visible through partial
introduction, body & conclusion. Their spelling is competent for most words
and simple words used.
Student has difficulty understanding apostrophe words and differentiating
between the homophone “to” and “too”. Some simple spelling mistakes are
present including a need to develop sentence structure and appropriate use of
punctuation. This all suggest that general revision is required in the areas of
punctuation, sentence format, basic spelling and grammatical structure.

home all within an appropriate time period. This allows a
cohesive flow of information from teacher, to student to home
without time for misconception or miscommunication between
either party. This ensures that each student has the necessary
current support they need within whatever educational area.

REFLECTION OF OWN LEARNING

Teaching & learning implications (Teacher & Student)

Reflecting upon the assessment of students work it is evident
the significance of constant assessment within the classroom.
This is due to the fact that assessment brings to light kinks
within a teacher’s own method of instruction. It makes them
aware of their strengths in the classroom but also their
weaknesses in conveying certain aspects of information to the
students. Assessments toward students also unintentionally
assess a teacher’s way of teaching. Having assessment based on
information learned is of high importance because it informs a
teacher of their students educational needs, and associated
changes of their teaching method in accordance to those needs.

Timely feedback, effective planning, reporting to student
carers (Teacher & student)

The reporting between school and home in regards to
assessment must be a two way form of open ended
communication. Timely feedback is imperative in providing a
student’s parents/carers/guardian with the knowledge of their
child’s struggles. This allows a student to not only be supported
at school for their learning needs but also in their home
environment.
In accordance to the teaching implications of assessment it is
required of the educator to provide the necessary frame work
to conduct assessment, student feedback and reporting to

Outline to support/develop student learning “Where to
next?”
In regards to determining a “where to next” outline of support
for a student that has possibly scored well below expected
learning achievements a teacher must use their evidence of
that students assessment to shape that learning journey. This is
why frequent assessment provides great benefit. A possible
where to next outline could look like this:
 Explain to student the breakdown of a specific essay
with the focus on the use of topic sentences.
 Understand the morphology of sentences illustrating
the basic order of subject, verb & object.
 The familiarity and use of either a dictionary, spelling
check and specific word list (if applicable).
 Introduce a greater variety of persuasive devices.
 Expanded use of adjectives
 A balanced use of bias
 Graphs & Diagrams
 Familiarise student with a variety of punctuation
marks and their appropriate use (! ; ? ,).

It accumulates information of the student’s personal learning
that might not be visually evident at first and allows a teacher
to scaffold their journey upon realizing certain areas of
struggles. If assessment was not frequent the students learning
needs might not have been detective for a long period of time
therefore damaging and hindering their learning experience as
a whole.

Considerations of personal teaching & programming
towards class room in light of assessment- Written as a
First Person Reflection

If the student was one of my own my considerations would depend
on two scenarios:

A: That particular student’s grade was the lowest grade by
far achieved
B: Either half or majority of the class scored similar grades

In scenario A if that student individually had the lowest mark I
would be aware of possible learning difficulties in either
interpreting what I have been teaching or possibly not paying
full attention. With this knowledge the possibility of
approaching them and discussing their points of weaknesses
would be on my mind. Also I would want to formulate a
learning journey for that student to provide them with the
necessary knowledge to get them back on the correct learning
path through overcoming their difficulties. I would also be
sending communication to home of the student’s area of

struggles making their parent/carer/guardian aware and
encourage them to assist in those learning difficulties at home.
If the scenario was B then I would need to asses my own
teaching practice in regards to the whole class. With the
majority achieving below average marks I am to consider that
my own teaching is lacking in regards to conveying the learning
materials covered in the assessment. I would design a sequence
of lessons that review the basics of the key elements lacking
identified above. This would all be conducted to better
strengthen my teaching abilities and personal knowledge of the
pedagogies of teaching my students.