EEC4110 Task 1 [Analysis of Assessment and Reporting]

Student Name: Claudia Bartolo s4559540

Part 1: Focus on three types of assessments in literacy (approx. 300 words)

APST 5.1: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative
approaches to assess student learning
Name of assessment: Diagnostic/ Formal or Description:
formative/summative informal?
1. DIBELS Diagnostic Informal Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a series
of fluency-based measures designed to assess early literacy skills
Hagan-Burke, Burke & Crowder 2006). DIBELS is based upon research
supporting the central roles of phonological awareness and has
evidenced moderate to strong reliability and validity (Fuchs & Fuchs
1999; Hintze, Ryan & Stoner 2003). A formal, diagnostic assessment
that identifies the development of pre-reading and early reading
skills. Conducted from Kindergarten to 8th grade, DIBELS incorporates
Initial Sound Fluency (ISF), Letter Naming Fluency (LNF),
Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency
(NWF), Oral Reading Fluency (ORF), and Comprehensive Test of
Phonological Processing (CTOPP) (Groce 2009). It was concluded that
DIBELS are appropriate tools for monitoring students’ progress in
reading and for identifying students who are at risk (Elliot et al.
2001).
2. Anchor Chart Formative Formal An anchor chart is a visual display of the information students have
gained or already know about a topic. It provides a scaffold during
guided practice and independent work, and a record of teaching
instruction (Anderson 2005). As a formal, formative form of
assessment, anchor charts promote critical thinking by asking
students to make connections, understand diverse perspectives,
critique the reasoning of others, supply evidence for inferences and
conclusions, and generalize to the big ideas of the discipline studied
(Moses & Lee 2014). Teachers can use these visual representations of
 students’ knowledge to assess how they are understanding the
content being delivered to them and adjust where necessary.
3. Work Summative Formal As a final assessment, the creation of a summative collection of
Sample/Portfolio knowledge presented in a whole work sample or portfolio can
demonstrate what a learner has achieved over a period and what
they are capable of doing in a specific learning area (Ewing 2013).
Portfolios provide a powerful tool for the enhancement of instruction
and assessment (Valencia & Calfee 1991). Work samples or portfolios
can include creative writing, oral or visual presentations, poetry,
written narratives, or persuasive texts. Reports show that the
collection and construction of artifacts provide opportunities for
social interaction and promotes teacher reflection, further informing
the foundation for the growth of teaching instruction (Athanases
1994). These samples of work are a formal indication of an individual
student’s collective learning over the course of the unit, presenting
their overall understanding of the teaching conducted and its
efficacy.
Part 2: Ways to provide feedback to students in literacy (approx. 200 words)
APST 5.2: Demonstrate understanding of the purpose of providing timely and appropriate feedback to students about their learning
Describe how you will provide feedback to students for each of your selected assessment strategies
1. DIBELS After conducting a DIBELS assessment, teachers can utilise the data to provide effective feedback to students,
focusing on areas of improvement, leveraging positive reinforcement and constructive criticism. Such feedback
and advice are important strategies conducive to build the resilience of students and support successful learning
(Ewing 2013). Additionally, providing specific examples and offering resources for targeted practice enhances
comprehension and skill development, fostering a culture of high expectations (DET 2023).
2. Anchor Chart Following a formative anchor chart task, teachers can provide feedback after reviewing students’ contributions to
the chart/s and offering individualised comments. Positive reinforcement and specific praise will help to
acknowledge students’ efforts and strengths (Hattie & Timperley 2007). Timely feedback provides opportunity for
students to reflect and make necessary changes to their learning (Black & Wiliam 1998), further improving the
environment for exponential learning.
3. Work Work samples/portfolios can be assessed holistically, and teachers can provide constructive feedback (Herman,
Sample/Portfolio Aschbacher, & Winters 1992). This feedback should be balanced, with a distribution of positive evaluations and
 areas for growth, to encourage motivation and self-awareness (Hattie & Timperley 2007). Timely feedback also
aids in the understanding performance outcomes and guides students in setting future learning goals (Andrade &
Valtcheva 2009).
Part 3: Thinking about assessment moderation strategies in literacy (approx. 200 words)
APST 5.3: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of
student learning
What are some ways you can moderate one of the assessment types you have selected?
2 Anchor Chart  Moderation for self-regulation and to monitor and adjust learning helps students
to set individual and collective goals, and teachers to check for understanding
(DET 2019b).
 Moderating an anchor chart assessment would begin with establishing clear
criteria with specific learning objectives, ensuring that they are aligned with the
literacy curriculum (DET 2019a).
 Including colleagues in the assessment of the anchor charts to ensure there is a
shared understanding and consistent application of the criteria.
 Collaboratively reviewing the charts with student engagement and having a peer
evaluation to promote critical thinking and collective ownership.
 Providing individual and collective feedback, highlighting strengths and areas for
improvement, fostering growth (Hattie & Timperley 2007).
 Encouraging students to reflect and adjust after providing feedback to allow
students to revise and enhance their anchor charts.
 Final collaborative calibration with colleagues to moderate and maintain marking
consistency and ensuring fairness when assessing and reporting.
Part 4: Interpreting student assessment data in literacy (approx. 200 words)
APST 5.4: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice
What does ‘data’ look like in one of your selected assessment types?
1 DIBELS Description of data
 Seely Flint (et al. 2020) stated the reports concluded that for children to develop
as good readers they needed instruction in the following: Phonemic awareness,
Phonics, Reading Fluency, Vocabulary, Reading Comprehension, and Letter
Naming Fluency. DIBELS assesses all of the above in approximately 1 to 2 minutes.
 Phonemic Awareness: The ability to hear and manipulate sounds in spoken words.
  Phonics: The ability to learn the individual sounds in spoken language and map
those sounds to specific written letters, then using these sounds to read words.
 Reading Fluency: The ability to read text accurately and automatically.
 Vocabulary: The knowledge of the individual words being read, a critical
component of reading comprehension.
 Reading Comprehension: The ability to understand what is being read, the
ultimate goal of reading instruction.
 Letter Naming Fluency: The assessment of a student’s ability to name the upper-
and lower-case letters of the English alphabet.
(CTL 2018).
How is this data interpreted?
 DIBELS provides a quick indicator of a child’s comprehensive reading health and
gives teachers a general idea of where progress needs to be made (CTL 2018). It
gauges a students’ early literacy skills and their progress over time. This data
enables teachers to plan their teaching according to individual students learning
needs, and acts as a benchmark assessment, allowing progress to be monitored
and keep student learning on track. A DIBELS report gives students a ‘score’ and
ensures that their learning needs are met as teachers will use this data to inform
their teaching, making adjustments where necessary (Park City 2015).
Part 5: Working with and reporting to parents/carers in literacy (approx. 300 words)
APST 3.7: Describe a broad range of strategies for involving parents/carers in the educative process
APST 5.5: Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of providing
accurate and reliable records of student achievement
What are three ways of involving parents/carers in the literacy education of their children?
a) Home reading Ensuring that literacy level appropriate books are sent home with students for their parents to involve themselves
programs in their child’s literacy learning. These books can be read to, with or by the child with the assistance of their
parents.
b) Communication Educational applications such as Seesaw and ClassDojo allow parents to view their child’s schoolwork and
Platforms provides them an opportunity to comment and reach out to the teacher with commendations and queries. They
also become a portfolio of all the work and progression that each student has made throughout the year, for all
their subjects.
c) Workshops Out of school hours workshops that may occur once or twice a year, to involve the parents with their child’s
 literacy education. These are opportunities for teachers to inform and guide parents with what their child needs
and what is expected for their learning once they go home (i.e. homework, reading, writing).
How will you report to students and parents/carers on one of your selected types of assessments?
2 Anchor Chart

 The image above is an exemplar of an anchor chart for the shot ‘o’ sound at a
Grade 1 level from my placement.
 The anchor charts that the students created were based on the example provided
with words they heard from a text read at the beginning of the lesson.
 Students took a photo of their completed anchor charts and posted them on their
Seesaw app for their parents to view and comment on. The use of ICT also
incorporates their learning of responsible use of ICT in the classroom (ACARA n.d)
 Instead of pasting these charts into their books, these charts were displayed on
the walls of the classroom, where parents would be able to view them during
parent/teacher interviews and any learning workshops that were conducted. This
gives parents another opportunity to discuss what literacy support can be
conducted at home (Seely Flint et al. 2020).
Why do you think it’s important to provide accurate and reliable records of student achievement in literacy to students, parents/carers?
3 Work  The final sample of work created by a student should show the complete
Sample/Portfolio understanding of the content delivered to the students over the course of an
entire unit. Presenting a portfolio of work shows that students are an active agent
in their learning rather than a person being acted upon (Ewing 2013). The use of
portfolios also helps students to keep track of their questions, research, and
notes, giving teachers a broad understanding of a student thought processes,
strengths and weaknesses (Seely Flint et al. 2020).
 Upon the final submission of a student’s work samples/portfolios, parents/carers
are able to see how their child has progressed with their learning and can see the
 work that they have put into their final outcome. It is imperative to keep accurate
and reliable records of a students work from different stages of the unit to
correctly monitor their progression and to be able to identify what adjustments
were made to help parents continue this learning at home (Seely Flint et al. 2020).

Template (347 words)

References

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