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Assessment for learning

Abstract.

Australia is a diverse country with complex approaches to education. To provide a constructive

learning environment to children and develop the learning content, various curricular designers

have put various aspects upfront. Since different age groups have different levels of exposure,

the criteria for assessing learning have varied over time. Children need a more practical and

playful approach to enhance their thinking with a touch of Interactive Digital Storytelling.

Building a solid relationship with local children has to be top of the list. A relationship is a core

for the development of attitude. Getting into the learner's perspective, thinking like the learner,

feeling, and relating with the learner is another milestone strategy capable of boosting learning

quite effectively. It makes the teacher an ambassador of the curriculum content and a friend and

believer of both the learner and the content of learning. Children feel one is catering for them.

On modalities of delivery, the teacher has to understand that instruction language has to be that

which all the learners share. All the learners have to be literate in the language they use for

learning for a meaningful assessment to materialize, since otherwise, there may arise wrong

conclusions. Therefore, the teacher should assess the composition of his/her class, recognize if

there is a refugee child in his/her class and develop unique ways of making them feel at home in

class.` (Tyagi, 2021)

Introduction

The primary goal of assessment for learning is that it should structure in a way that duly caters to

the students' learning. Despite the general approach of assessment that encompasses merit and

competence, it is primarily to engage each learner, individually, to improve quality in theoretical

Assessment for learning

and practical terms. It enables the interaction process between the teacher and the learner to be

quantified, graded while remaining traceable. It cements knowledge that the teacher passes

through his feedback. Therefore, the whole circus modifies both the learning and the teaching

activities since it provides a foundation for the teaching techniques and caters to children's

learning needs.

Learning objectives

By the end of the learning session, the learners should be able to use accurately organized and

fluent language to communicate. Such enables a child to be consistent and clear in their

communication, a trait that leads to legible writing. Secondly, they should learn new words and

use them daily to express feelings and ideas. In their quest to explore the complexities of

language, they must demonstrate their understanding of language's relationship to their identity

and their immediate culture through answering questions correctly.

The learners shall:

1. Engage their various internet skills.

2. Explain their reasoning over different ways that people communicate

3. Watch animated videos.

4. Demonstrate significant complete their communication process journey.

Teaching context

This learning assessment was conducted on fifteen children between the ages of 7 and 9. These

are children in year four of their primary school. As many consider their needs, its uniqueness

presents the teacher with plausible approaches that engage the children effectively within that

age bracket. It is not entirely on the model; it is about what is best for the student.
Assessment for learning

At this level, the primary concern is to enable these children to understand the basics of the

language and know how to communicate well in different situations appropriately to get the

desired feedback and without hurting anyone's feelings. It is also a stage for learning new words

and techniques of communication. Their language development is drastically improving.

The teaching focus

When children grow, they indulge in playing and other activities. As they do so, they naturally

begin to comprehend their surroundings. The teacher analyzed these activities and capitalized on

them. He did so by planning several classroom activities that are socially relatable for children

within the locality in Australia. By doing so, many used words in the classroom to develop the

children's language were friendly and relatable to what they have experienced or heard before.

This idea was to develop the young learners' skills and capabilities to build and express their

opinion, recognize and provide solutions to challenges, interact peacefully and morally,

recognize forms of insensitive behavior, appreciate the diversity of all people, and learn to accept

the consequences based on their decisions. This pretext is an integral part of a child's

development stage because formative learning influences their attitudes as “citizens of their

classrooms, schools, and their larger community” (Mardell, 2011).

Even as so, the teacher had in mind that despite the children having been brought up in an

environment relatively similar, learners have different learning capabilities and not all of them

grasp every detail of their experiences for learning. There were also two children who migrated

to Australia and may not relate to the Australian environment immediately. Intensive practical

teaching was tabled for them to be up to speed in the social nature of our language development

learning in communication.
Assessment for learning

Planning of the learning process.

Creation of natural groups. It engaged with the children and encouraged them to share their

experiences. It is better when discussing with natural friends or other children with a good

rapport. Even so, there were a few children, three, with unfriendly behaviors and without natural

friends. The teacher integrated them one by one into the four groups of three. Only one group

was left with three people. The more frequent it happened, the more effective it became.

The plan was for the children to interact and share their experiences, stories they have been told,

and how they have described things before. The teacher was handy in assisting in a few possible

ways and giving them a hand in the various topics. The discussion topics can incorporate their

over-the-weekend activities, their daily experiences, especially those that are very memorable. It

may also include what they have watched or heard.

The teacher used a thematic approach to introduce words. Games that involve words, for

instance, word puzzles or 'sudokus.' Using words to explain synonyms, opposites and giving new

objects and activities names. It is the vocabulary for the children. Utilizing rhyming words to

help them learn about rhyme. ("Strategies for Effective Lesson Planning | CRLT", 2021)

A classic example would be preparing barbeque snags, also called sausages, in the classroom and

exploring words such as beef, pork, slice, onion, tomato, tablespoon, drizzle, and a kitchen knife.

It helps learners relate first hand, something they will unlikely forget in the future.

Exploit the aspects of reception and expression in language. This would be done by thoroughly

involving the children in exercises about listening and speaking. As they repeat in saying the

words, the focus should be on them pronouncing them correctly. They should learn to be correct

about what the word denotes. They should understand the word. When they listen, they process
Assessment for learning

information effectively since the reception is highly accurate with minimal mental or physical

distraction. It is the discipline.

Learning Resources

1. Computer lab.

2. A projector.

3. Pen or pencil.

4. Exercise books and manila papers are also necessary.

The lesson setup: The lesson shall take place in the computer lab, equipped with a

smartboard. A copy of the book 'Language Timeline' will be available during the lesson as a

significant reference. Free websites with information about the development of

communication available for reference.

Pedagogy

1. The teacher explained to the learners the history of communication, the earliest people to

use language in communication, and how the whole process has evolved. He gave a

preset example of people in the creation stories and how they communicated—further

relating to the early man who lived in caves and what kind of language he used to

communicate—through that basis, explaining that language has developed over the ages

and that it is the very continuous process of development.

2. Having the students ponder over ways people communicate interpersonally. Guiding the

learners in discovering the various types of communication, which inquires, which

Assessment for learning

informs, and which commands or directs. An example: 'Have you seen my key-holder?’

‘Please stand up.’

3. Explaining about language and how aspects give it context such as tone of voice, silence,

singing, shouting, whispering, writing, language, touch, and sign language accompany it.

4. The teacher played with language to crack jokes by using puns.

5. The teacher led the learners to the computer laboratory to watch 'From Caveman to

Spaceman,' a cartoon activity.

6. Leading the learners back to class for a discussion session and having them discuss the

following points:

-Early life covers pre-language communication, the development of speech and writing.

-Interpersonal communication is fundamental, and we do it in our everyday lives.

-Early technology seeks to establish a footing for old communication methods over a distance,

such as smoke signals and beating of drums.

-Modern technology involves what we use in the modern world, such as telephones and

televisions.

Discussing with the learners the basis of their first sounds and the remarkable evolution their

communication has gone through. Asking them to reflect on their language development makes

them own and personate the concept. They become more critical in their reflection, and as a

result, they need to share their thoughts with the teacher and other learners. This process builds

an appreciative culture of where they have been and where they are going. They, therefore,

understand better the purpose of learning. Most of them can share their language development
Assessment for learning

experiences. According to them, describing physical things and emotions has never been better,

given their constantly developing vocabulary as their experience widens.

Distributing Language Development handouts. Informing the learners that the handout is mapped

categorically on age groups.

The teacher demonstrated the technique of filing a language development Timeline using an

overhead projector, making them do the timeline to completion while writing words that came up

as their first slang and most memorable first-time vocabularies. Later on, they invite the learners

to discuss the similarities and differences in their experiences after they are through with their

timelines and then collect their work for assessment.

The teacher establishes a thread of discussion where modern communication methods have made

it easier than in the past, creating crude anticipation for the next lesson and reminding the

learners of the past forms of communication and those that are modern. Explaining that folktales

were the thing in town before writing was popular and provided entertainment to indigenous and

exotic circles. Depending on their reception and reaction towards the lesson, a comprehensive

review of how much-exaggerated folktales would go in telling stories about people and places.

Further, requiring the learners to set stories they have heard before they think have been

exaggerated. (Chapman, H. 2017)

Implementation of learning of assessment.

Assessment for learning

The teacher supported all learners, giving room to the learners to summarize the animation

story, "From Caveman to Spaceman," and asking each of them to summarize the main content.

The learners would also draw cartoons of their favorite words. Most of the learners were able to

write a closely related summary of the animation video. However, one learner gave a completely

different plot summary from what others gave. Asking him why, he referred to his father's

advice, that he always looks at things differently even when it is self-evident.

Creating a connection with the surrounding: The teacher asking the learners to reckon and

discuss words they can remember learning first and what things they can remember they related

those words. It is an essential tool in learning because people learn most effectively from what

they encounter. Their experiences create a long-lasting picture in their minds, enabling them to

relate to things they learn every day. Concepts that are un-relatable by the learner are hard to

grasp, while relatable ones are unforgettable. Therefore, it is only prudent that as the teacher

engages with the learners on certain content, they should introduce a standard premise to all

learners to reckon and relate even though they have not experienced it. It should be a thing that

can be imagined if it has never been experienced. (Chang, 2009)

Assessment for learning

Asking mental provoking questions: Critical questions were dominant in the interaction process.

The teacher used questions to invoke various perspectives and opinions of the video from the

learners. The children also did ask questions as a result of some other questions. As the questions

accumulated, one could observe that all the learners did not concern themselves with the main

things in the video; every one of them had a unique interest. The learners also presented

questions that instigated information sharing about the video.

Following teacher-presented lessons, the learners worked in pairs to answer the questions. The

questions provided a basis for the discussion and promoted the integration of emerging ideas

among students. However, some of the questions had the similar intention of reviewing the

learner's previous knowledge. The teacher guided the learners on how to give explanations, a

thing that was received and implemented accordingly.

Through an analysis of the lesson's delivery and the discussion, the results indicated that the

learners who integrated well the instructions and guidance got training to answer both kinds of

questions. They participated in a more diverse view presentation of their responses than those

who did not know how to do it.

In conjunction with the merit performance on the evaluation, the deduction indicates that even

though proper comprehension is the primary goal, questions that evoke past experiences

effectively present a more objective and successful learning experience.

Physical environment requirements

The physical environment is the general layout in the classroom. The teacher was aware of

designing it appropriately and adequately organizing the space area with the furniture in a

learning-friendly pattern. The pattern was in such a way that provides vision and engagement to
Assessment for learning

the teaching position for every child. Developing the environment followed the Universal Design

for Learning (UDL) theorem, which indicates that the environment and its materials are

accessible to every child's learning. In setting up this accessibility, there was the provision of

books, placement of supporting items in positions within reach, and creating space for those

children who use wheelchairs and special equipment for people living with disabilities. (Al-

Dababneh & Al-Zboon, 2017)

Visuals are within the eye level of the learners. Support is available to help children understand

the routine and timetable of the day to prepare for the upcoming lessons mentally. Window panes

are fully open access the full brim of natural light. (Lippman, 2010)

Inclusion Opportunities

Allowing learners to have breaks in between challenging activities helps them regain

psychological momentum. Based on their individual needs, it is necessary to allow different

learners to complete tasks so that everyone is up to speed. They all should know what is going on

in terms of the day's schedule. It gets them prepared. The teacher gave the learners a few

questions to test their understanding of the lesson:

Assessment

1. The teacher asked the learners to ponder ways to communicate, thinking through ways

that the Australian people communicated in the past and how effective those methods

proved to be during those times—further, relating them to modern ways of

communication.

2. Asking the learners with foreign roots of ways people from their native countries

communicate and how they are different from the Australian communication culture.
Assessment for learning

3. The teacher asked the learners to list new communication methods that were brought by

the British.

4. Writing the main points of the plot of the animated video watched in the previous lesson.

The learning outcomes were promising but at the same time mixed. Despite learning it together

in class, most learners did not relate or quite remember the ways people communicated in the

past and the journey it has taken humanity to reach this era. While some did, they did not explain

how the communication items were valuable. The teacher resorted to a more practical lesson

with images and demonstrations of the use of those materials for a better learning experience.

The teacher also asked the learners to ask their parents about it.

Most learners wrote a plausible plot of the animated video watched earlier in the computer lab

and highlighted the various topic concerns and individual character demands and traits, an

impressive stretch by the whole class.

Reflection and conclusion

The learners' parents and guardians assisted learners with their timelines.

The learners did enjoy, according to their feedback, completing their timelines. They had

something to say about significant bit-by-bit development in their language.

Assessment for learning

In conclusion, assessment for learning is multi-dimensional. It stretches its wings beyond just the

learning activities and caters to several possible concerns from the potential learners. Effective

teaching requires that the teacher guides the learners in the learning process and ensures they

understand and acts as a bridge into developing future perspectives that may relate to a range of

related topics. Through such an approach, the focus is projected to the future rather than just the

past.

Essential methods have proven to be vital in assessing learning and building a meaningful

engagement of the teacher in the classroom, including but not limited to learning objectives,

constructive feedback, assessment, and structural application of conclusive tests.

The summative view of the success of assessing learnings can compress into several notable

specs. Teachers must be the observers of progress, correcting where necessary with the

structured system having to provide a conducive environment for learning. Teachers holding

discussions between themselves and other stakeholders to discuss will enable them to identify

and reorganize the current formative practice.

Assessment for learning

References

Chang, R. (2009). Relating to environments. Charlotte, NC: IAP-Information Age Pub.

Chapman, H. (2017). Collins Big Cat – How the Animals Got Their Colours: Tales from the

Australian Dreamland: Band 13/Topaz (Illustrated ed.). Collins.

Hanley, M., Khairat, M., Taylor, K., Wilson, R., Cole-Fletcher, R., & Riby, D. M. (2017).

Classroom displays—Attraction or distraction? Evidence of impact on attention and learning

from children with and without autism. Developmental psychology, 53(7), 1265.

Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New literacies, new learning. Pedagogies:

An International Journal, 4(3), 164–195. Cope, B., & Kalantzis, M. (2013). “Multiliteracies”:

New literacies, new learning. In M. Hawkins (Ed.), Framing languages and literacies: Socially

situated views and perspectives (pp. 105– 135). New York: Routledge

Chang, R. (2009). Relating to environments. Charlotte, NC: IAP-Information Age Pub.

Assessment for learning

Al-Dababneh, K., & Al-Zboon, E. (2017). Understanding Impulsivity Among Children With

Specific Learning Disabilities in Inclusion Schools. Learning Disability Quarterly, 41(2), 100-

112. DOI: 10.1177/0731948717726497