Etp401 Assignment 2 Part B - Dean William Naylor 214005474

ETP401: A2 Part B - Dean William Naylor 214005474
ETP401: Assignment 2 Part B Designing Assessment for Learning.
Name: Dean William Naylor.
Student ID: 214005474.
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Table of Contents
Introduction -------------------------------------------------------------------------------------------------------------- p. 4
Assessment design and development ------------------------------------------------------------------------ pp. 4 - 6
Table 1: Summary of Assessment Task & Criteria --------------------------------------------------------- pp. 5 - 6
Evidence of Assessment Implementation ------------------------------------------------------------------ pp. 6 - 17
Whole class assessment data --------------------------------------------------------------------------------- pp. 6 - 12
Table 2: Whole class results for assessment -------------------------------------------------------------- pp. 8 - 12
Feedback on students assessment ------------------------------------------------------------------------ pp. 13 - 17
Student A ---------------------------------------------------------------------------------------------------------------- p. 13
Figure 1. Student A Pre-test ----------------------------------------------------------------------------------------- p. 14
Figure 2. Student A Post-test --------------------------------------------------------------------------------------- p. 14
Student B ---------------------------------------------------------------------------------------------------------------- p. 15
Figure 3. Student B Pre-test ---------------------------------------------------------------------------------------- p. 15
Figure 4. Student B Post-test --------------------------------------------------------------------------------------- p. 16
Student C ---------------------------------------------------------------------------------------------------------------- p. 16
Figure 5. Student C Pre-test ----------------------------------------------------------------------------------------- p. 17
Figure 6. Student C Post-test ---------------------------------------------------------------------------------------- p. 17
Reflecting critically and stance on assessment practice ---------------------------------------------- pp. 18 - 19
Reflection on assessment design and teaching ----------------------------------------------------------------- p. 18
My teacher stance on assessment --------------------------------------------------------------------------------- p. 19
References ------------------------------------------------------------------------------------------------------- pp. 20 - 21
Appendices ------------------------------------------------------------------------------------------------------- pp. 22 - 38
Appendix 1. Lesson sequence with assessment task overview --------------------------------------- p. 22 - 30
Lesson sequence ------------------------------------------------------------------------------------------------------- p. 22
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Diagnostic pre-test and summative post-test assessment overview ------------------------------------- p. 23
Week 6: Lesson 1 (23/05/17) ------------------------------------------------------------------------------- pp. 24 - 25
Week 7: Lesson 2 (30/05/17) ------------------------------------------------------------------------------- pp. 26 - 28
Week 8: Lesson 3 (06/06/17) ------------------------------------------------------------------------------- pp. 29 - 30
Appendix 2. Actual assessment strategy in full with artefacts -------------------------------------- pp. 31 - 33
Think board template ------------------------------------------------------------------------------------------------ p. 31
Think board checklist ------------------------------------------------------------------------------------------------- p. 32
Mass PowerPoint ------------------------------------------------------------------------------------------------------ p. 33
Appendix 3. Peer and Mentor feedback on assessment design -------------------------------------- p. 34 - 37
Peer feedback -------------------------------------------------------------------------------------------------- pp. 34 - 35
Mentor feedback ---------------------------------------------------------------------------------------------- pp. 36 - 37
Appendix 4. Reflective Professional Journal relevant entries -------------------------------------------- p. 38
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Introduction:
The 22 students in the level 2 class tend to do their best work when the tasks set are engaging and
hands on. The school is PYP orientated which encourages students to take control of their own
learning, by drawing upon their own individual strengths and interests (International Baccalaureate
Organization 2017). The assessment task and sequence of lessons set for students focussed on mass.
The overall intention of this sequence of lessons was for students to build on and draw upon their
individual knowledge on mass.
The first lessons learning intention was to re-introduce the concept of mass and for the students to
develop an understanding of both light and heavy objects (see Appendix 1: Week 6: Lesson 1
23/05/17, pp. 24 - 25). The class experimented with hefting and using a balance scale to establish
whether their predictions were right or not. The students were then provided with a think board
which acted as the pre-test, to help gather information on the students background knowledge of
mass. The second lessons learning intention focussed on students hefting objects and using a
balance scale, to establish whether their predictions were right or not (see Appendix 1: Week 7:
Lesson 2 30/05/17, pp. 26 28). The third and final lessons intention was to see how much the
students had learnt (see Appendix 1. Week 8: Lesson 3 (06/06/17, pp. 29 30). The main component
of the lesson required the students to fill out another think board that acted as a summative post-
test. The rationale behind the importance of diagnostic and summative assessment tasks is that they
allow both the students and teacher to see how far they have come between a sequence of lessons
(Montgomery 2010, p. 59). The think board is beneficial as it allows the students to make sense of
the topic, in a way that suits their own learning style the best (Gardner 2010, pp. 4-5).
Assessment design and development:
The think board on mass was used as a pre-test (diagnostic) and post-test (summative) to determine
how much the students initially knew and whether they had built upon their knowledge at the end
of the sequence of lessons. The pre-test allowed me to analyse the students understanding of mass,
and helped guide them individually in the right direction through both written feedback and as an
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informal whole class instruction (Harlen and Gardner 2010, pp. 20 - 21). Table 1 below highlights the
assessment task on mass and discusses the relevance on assessing students knowledge on the topic.
Table 1: Summary of Assessment Task & Criteria
Aspect of assessment task Rationale / description

Assessment task Assessment task title:
Pre-test and post-test on Mass.

Type of assessment Diagnostic.
Summative.
When will assessment take place? The think board assessment will be used as a pre-test at
the start of the sequence of lessons and as a post-test in
the final lesson, to establish how far the students have
come in relation to the topic on mass.
Links to the curriculum Level 1:
To be able to lift to compare the mass of objects (hefting)

using words, for example, heavier, lighter, same
(VCMMG095).
Level 2:
Compare & order several shapes & objects based on

length, area, volume & comparing using appropriate
uniform informal units
(VCMMG115).
Level 3:
Measure, order and compare objects using familiar metric

units of mass (VCMMG140).
Assessment Criteria Students responses will be analysed using a check list both
in the pre-test and post-test to determine how far they
have come from the initial lesson.
Feedback to students Students will be given feedback in several different ways
for example both written / verbal throughout the lesson
sequence, which will help guide their individual learning.
Assessment support materials Given a modelled example of how to complete
the pre-test /post-test.
Think board checklist.
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Mass PowerPoint.
The assessment design incorporates an assessment strategy, that highlights the students overall
understanding of mass including; what it is, what is light and heavy mass and in what ways can we
measure mass. Lesson 2 unpacked further the concept of mass, to help students to develop their
understanding of the concept, in a hands-on and engaging way (Black and William 1998, p. 143).
The pre-test and post-test think board assessment design shows construct validity, as it has allowed
each individual student to draw upon their strengths and background knowledge in relation to mass
(Brady and Kennedy 2012, p. 32). The content validity of the assessment task is linked to the
Victorian Curriculum, through having students compare different objects and understanding the
different concepts surrounding mass (Brady and Kennedy 2012, p. 32).
The think board was used to progress the students growth, if they made any (see Appendix 2. Think
board template, p. 30). A checklist was used to help analyse whether the students had a grasp of
each concept, to see whether they made any progress (see Appendix 2. Assessment checklist, p. 31).
The students were given written feedback on their think board templates and furthermore given
verbal informal feedback within the whole class instruction, to help clarify any misunderstandings
(Hargreaves 2013, p. 238).
Evidence of Assessment Implementation:
Whole class assessment data:
Most of the class showed further understanding when it came to the post-test (see Table 2. Whole
class results for assessment, pp. 8 - 12). The students learnt that mass is how much something
weighs. They highlighted that mass has something to do with scales and connected both light and
heavy mass with this. Most students listed both light and heavy objects, which indicated their
understanding of the concept. The hands-on tasks guided by the students results from pre-test,
allowed students to clarify any misunderstandings that they may have had. The students through
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their results of the post-test developed an understanding that there are more ways mass can be
measured than just by balance scales. Two students showed the misunderstanding in the pre-test
relating mass to the size of an object. This misunderstanding was clarified through the sequence of
hands-on activities and whole class instructions.
Most students showed gaps on their think board, due to not responding to the full questions, which
at times made it difficult to see if they had a full understanding of each concept. For example, some
students could not provide an explanation what light mass is, but could provide examples of objects
that have a light mass. Five students were absent during either one of the days of assessment, which
made it difficult to see whether the students made any progress or not. Table 2 below highlights the
level 2 students assessment data in relation to their understandings on the concept of mass and any
progress they may have made throughout the sequence of lessons.
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Table 2: Whole class results for assessment
Student Pre-test Post-test

Name
Understanding of mass.
Understanding of light
Understanding of how
Understanding heavy
Understanding heavy
mass is measured.
mass is measured.
mass concept.
mass concept.
mass concept.
mass concept.
Student High Understanding. Can list light Can list light objects, Understanding of Mass is how Extensive list of Extensive list of Scales.
A objects, but no but no explanation of different ways mass much something objects, but no objects, but no Hefting.
explanation of light mass given. can be measured. weighs and explanation of explanation of Balance scales.
light mass given. whether it is light mass given. heavy mass Kitchen scales.
heavy or light. given. Floor scales.
Student No explanation given Can explain Explained that it is Explains that we Weighing Not as heavy as It weighs the With scales.
B in relation to what concept as very something that measure mass with something. another object. most. Kitchen scales.
mass is besides how light and drawn weights lots. scales. Heft and use Listed objects. Listed objects. Balance scales.
it is weighed. pictures to Provides some balance scale to
depict objects. drawings to depict weigh something.
objects.
Student Explains it only as Can list light Misunderstanding by Basic understanding Mass is No listed objects No listed objects Balance scale.
C comparing. objects and has explaining heavy as by highlighting that measuring. or explanation. or explanation. Kitchen scale.
attempted to stronger and no scales are used. Floor scale.
explain it as examples of objects
weaker. given.
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Student Slight Uses balance Uses balance scale Explains by putting Mass is Listed objects but Listed objects but Balance scales.
D misunderstanding scale visual to visual to explain light stuff in a scale. something that is no explanation no explanation Floor scales.
explains it as explain light concept and lists heavy. given. given. Kitchen scales.
comparing. concept and lists some objects.
some objects.
Student Explains weight as Explains light Explains heavy mass Balance scale. No explanation. It doesnt weigh Heavy means it Kitchen scale.
E both light / heavy. mass as as something that Floor scale. as much. weighs more Balance scale.
something that is you might not be Kitchen scale. No objects listed. than another Floor scale.
easy to lift, no able to lift, no objects object.
objects listed. listed.
Student Misunderstanding Listed objects, Listed objects, but no Balance scales listed. How much Listed objects, Listed objects, Floor scale.
F that mass is addition but no explanation given. something but no but no Kitchen scale.
and subtraction. explanation weighs. explanation explanation Balance scale.
given. given. given.
Student Understanding that Listed objects no Listed objects no Measuring scales. Explains that you Listed objects but Listed objects but Hefting.
G mass is how much explanation explanation given. Kitchen scales. use things like no explanation. no explanation. Balance scale.
something weighs given. Balance scales. balance and Kitchen scale.
and whether it is Floor scales. kitchen scales. Floor scale.
heavy light or the
same as something
else.
Student Explains it as Listed objects, Listed objects, but no Using a scale. Explains how Listed objects, Listed objects, Balance scale.
H measuring. but no explanation given. much something but no but no
explanation weighs. explanation explanation
given. given. given.
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Student I Understanding of Explains light as Explains heavy that Using scales. Weight. Something that Something that With grams,
measurement when something weighs a lot and Mass is how doesnt weigh weighs a lot and kilograms, and
including grams, doesnt weigh provides some much something much and provides one tonnes.
kilograms, and much, some examples. weighs. provides one example the
tonnes. objects listed. example air. universe.
Student J Mass means what Explains light Misunderstanding Kitchen scale. N/A N/A N/A N/A
something weighs. through the that heavy means
image of a something that is
balance scale. No bigger than
objects are something else. No
listed. objects listed.
Student How much Listed objects Listed objects that Kitchen scale. Mass is how The opposite of The opposite of Balance scale.
K something weights. that are light and are heavy and Balance scale. much something heavy. light. Kitchen scale.
explanation that explanation that weighs. Listed objects. Listed objects. Floor scale.
light is not heavy is not light. Understanding on
heavy. how balance
scale works.
Student Mass is measuring No explanation No explanation given, Balance scale. Learning how to Listed objects but Listed objects but Scale.
L stuff. given, but light but heavy objects Scales. measure with no explanation. no explanation. Balance scale.
objects provided. provided. scales.
Student Explains mass as how Light is opposite Heavy is the opposite Drawn picture of Mass is how Lighted objects. Explained it as Hefting.
M much something to heavy. to light. balance scale. much something Explained it as something that is
weighs. Listed objects. Listed objects. weighs. having a small heavier than
mass. other things.
Student Misunderstanding Explains a little Explains that a bike is Mass can be You can measure Listed light Listed heavy With a scale.
N that mass relates to rock as light. heavy. measured with a mass. objects but no objects but no Kitchen scale.
size. scale.
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explanation explanation
given. given.
Student Explains it as weight No real Listed some objects Scale and balance N/A N/A N/A N/A
O or size. understanding of that they consider as scale.
what light mass heavy, but no
is. explanation given
Student How much Explains as Explains as Explains measuring Mass is what Explains that an Heavy on a Kitchen scale.
p something weighs. something that something that mass through using something object is light, by balance scale is Balance scale.
doesnt weight weighs a lot. scales and hefting. weighs. relating it to a when the side of Floor scale.
much. Gives example. balance scale a balance scale is
Gives example. when one side is lower.
raised.
Student Something to make No explanation No explanation but Explains using a Mass helps you Listed objects, Listed objects, Understanding
Q you measure but objects objects provided. balance scale to measure. but no but no that you would
something. provided. measure two objects. explanation. explanation. use a scale.
Student Something to help List of light Listed heavy objects, Misunderstanding of Mass is Listed light Listed heavy Understanding
R you measure. objects, but no but no explanation how mass is something that objects, but no objects, but no that you would
explanation provided. measured. tells you about explanation explanation given use a scale.
provided. lights and heavy. given.
Student Explains how much No explanation. No explanation. Examples of objects Mass is how Listed objects, Listed object but Scales.
S something weighs provided. much something but no no explanation. Hefting.
whether it heavy or weighs and explanation. Balance scale.
light and the same as whether Kitchen scales.
something else. something is Floor scales.
heavy or light.
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Student Provides response of Provides Lists examples of Balance scale. N/A N/A N/A N/A
T how much. example of objects with a heavy
paper. mass.
Student N/A N/A N/A N/A Misunderstanding Something light, Something heavy, Balance scale.
U by relating no objects listed. no objects listed.
addition to mass.
Student N/A N/A N/A N/A It balances. Listed objects, Listed objects, Balance scales.
V Balance scales. but no but no Kitchen scales.
Heavy or light. explanation explanation. Small scales.
given.
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Feedback on students assessment.
Students were given individual feedback as written annotations on their think board assessment,
which accompanied verbal feedback within both the whole class instructions and the main body of
lessons. The students used the feedback from the pre-test and connected this to the hands-on tasks,
that allowed them for the most part to improve their overall understanding of the concept
(Headington 2003 pp. 37 - 38). Below examines three students whose results of the overall
assessment were further analysed and the feedback that was provided.
Student A:
Student As response to the pre-test showed that they had a high understanding of what mass is (see
Figure 1. Student A Pre-test, p. 14). They could highlight that it is how much something weighs and
whether it is light, heavy or the same as something else. This response to the question in the post-
test saw a similar answer (see Figure 2. Student A Post-test, p. 14). The student in both the pre-test
and post-test could list objects with both light and heavy mass, but did not provide an explanation of
what the light and heavy concept means.
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Figure 1. Student A Pre-test:
Figure 2. Student A Post-test:
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Student B:
Student Bs response to the pre-test had a basic understanding around the concept of mass, by
exclaiming that it involves weighing different things with a scale (see Figure 3. Student B Pre-test, p.
15). The students response in the post test was more extensive, through the way they said it is how
something is weighed by hefting or using a balance scale (see Figure 4. Student B Post-test, p. 16).
This shows they understand that mass has something to do with weight. Student Bs response to the
light and heavy concept had a brief explanation, that showed progression when it came to the post-
test. The student could provide an extensive list of ways that mass can be measured through their
involvement within the lesson sequence.
Figure 3. Student B Pre-test:
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Figure 4. Student B Post-test:
Student C:
Student C highlights a basic understanding of mass, which slightly changes from the pre-test (see
Figure 5. Student C Pre-test, p. 17). They initially describe that it has something to do with comparing
objects, but changes it to a way of measuring in the post-test (see Figure 6. Student C Post-test, p.
17). The student makes some attempt at listing objects that are both light and heavy in the pre-test,
but has the misconception that light means weak and heavy means strong. The student to this
same question in the post-test has made no real attempt to respond to the questions on light and
heavy mass. This shows that they may have some difficulty when it comes to the concept. The
students response to how mass is measured is more extensive in the post-test through the
examples provided.
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Figure 5. Student C Pre-test:
Figure 6. Student C Post-test:
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Reflecting critically and stance on assessment practice:
Reflection on assessment design and teaching:
The assessment task sequence changed from the initial assessment design, due to time table
changes which moved the sequence of lessons from five to three. Due to this occurring, it did not
give the students as much time to interact with the topic on mass. Although this was the case the
results of the summative assessment showed that students built on their background knowledge of
the area (Harlen and Gardner 2010, p. 16). The feedback from the pre-test allowed students to
clarify any misunderstandings, by connecting this to the hands-on tasks that allowed them to
transfer their knowledge into practice which then reflects progress in the results of the post-test
(Hargreaves 2013, p. 230).
My peers feedback in relation to my proposed assessment design were used to assist in getting the
most out of the students (see Appendix 3. Peer feedback, pp. 34 - 35). The suggestion to re-
introduce the topic to students and model the assessment task to get the students thinking was
taken on board. Through doing this, it gave the students more confidence and opportunity to think
about the responses they may give on their think board (Doabler et al 2013, pp. 303 -304). My
mentor teacher was happy with the assessment design that I provided and gave me some examples
of think boards that I could use to retrieve my students responses in an easy format (see Appendix
3. Mentor feedback, pp. 36 - 37).
The assessment design showed both validity and reliability as it allowed students to make sense of
each section of the think board, by drawing upon their own individual background knowledge (Brady
and Kennedy 2012, p. 32). Through the assessment being open ended, it was beneficial as students
could make sense of the concept in their own individual way that suited them best (Harlen 2010, p.
36). Although most students had a basic understanding of the mass concept, they at times missed
attempting the full question that was required of them. If I were to implement the same assessment
design again, I would make the modelling session on the think board more explicit, to make sure that
all students had a full understanding of what is expected of them (Doabler et al. 2015, p. 323).
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My teacher stance on assessment:
The purpose of assessment is to establish an understanding of what students know and should
mainly act as a guide, to move them towards being successful in their future lives (Education
Services Australia 2015). The grade 2 students sat numerous summative tests while I was on
placement, that are important when it comes to writing reports, as they help establish the progress
students have made (if any). Students engagement plays a huge role in assessment, without it may
result in them not being motivated to learn and therefore not perform at their best (Attard 2017, p.
22) (see Appendix 4. Reflective Journal, p. 38). My stance on assessment is the same as mentioned in
assignment 1. Assessments should be designed and implemented in a way to get the most out of all
students, no matter the level that they are at. Assessments should be open ended at times, so that it
gives students the freedom to interact with assessment tasks in a way that suits them and their
learning style the best (Fried 2001, p. 145). Incorporating an assortment of assessment tasks, will
allow teachers to get the most valid and reliable data about each individual student and the progress
they are making (Hall and Burke 2004, pp. 71 - 72).
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References:
Attard, C 2012, Applying a framework for engagement with mathematics in the primary classroom,
in C Attard (eds), Australian primary mathematics classroom, no. 4, pp. 22 27, retrieved 14 June
2017, <http://www.deakin.edu.au/library>.
Black, P & William D 1998, Inside the black box, in P Black & D William (eds), Phi Delta Kappan, vol.
80, no. 2, pp. 139 148, retrieved 14 June 2017, <http://www.deakin.edu.au/library>.
Brady, L & Kennedy, K 2012, Assessment and reporting: celebrating student achievement, vol. 4,
Pearson, French Forest, NSW.
Doabler, CT, Baker, SK, Kosty, DB, Smolkowski, K, Clarke, B, Miller, SJ & Fien, H 2015, Examining the
association between explicit mathematics instruction and student mathematics achievement, in CT
Doabler, SK Baker, DB Kosty, K Smolkowski, B Clarke, SJ Miller & H Fien 2015, Elementary School
Journal, vol. 115, no. 3, pp. 303 333, retrieved 14 June 2017, <http://www.deakin.edu.au/library>.
Education Services Australia 2015, Assessment for learning, Education Services Australia, retrieved
14 June 2017, <http://www.assessmentforlearning.edu.au/default.asp>.
Hall, K & Burke, WM 2004, Making formative assessment work: effective practice in the primary
classroom, Maidenhead Open University Press, retrieved 14 June 2017,
<http://www.deakin.edu.au/library>.
Fried, RL 2001, Discovering a stance, in RL Fried (eds), The passionate teacher: a practical guide,
Beacon Press, Boston, pp. 133 147, retrieved 14 June 2017, <http://www.deakin.edu.au/library>.
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Gardner, J 2010, Developing Teacher Assessment: an introduction, in J Gardner, W Harlen, L

Hayward, G Stobart & M Montgomery (eds), Developing teacher assessment, McGraw-Hill
Education, Maidenhead, pp. 1 12, retrieved 14 June 2017, <http://www.deakin.edu.au/library>.
Hargreaves, E 2013, Inquiring into childrens experiences of teacher feedback: reconceptualising

assessment for learning, Oxford Review of Education, vol. 39, no. 2, pp. 229 246, retrieved 14 June
2017, <http://www.deakin.edu.au/library>.
Harlen, W & Gardner, J 2010, Assessment to support learning, in J Gardner, W Harlen, L Hayward, G
Stobart & M Montgomery (eds), Developing teacher assessment, McGraw-Hill Education,
Maidenhead, pp.15 28, retrieved 14 June 2017, <http://www.deakin.edu.au/library>.
Harlen, W 2010, What is quality teacher assessment?, in J Gardner, W Harlen, L Hayward, G Stobart
& M Montgomery (eds), Developing teacher assessment, McGraw-Hill Education, Maidenhead, pp.
29 52, retrieved 14 June 2017, <http://www.deakin.edu.au/library>.
Headington, R 2003, Monitoring assessment, reporting and accountability: meeting the standards,
Taylor and Francis, retrieved 14 June 2017, <http://www.deakin.edu.au/library>.
International Baccalaureate Organization 2017, What is the PYP?, International Baccalaureate

Organization, retrieved 14 June 2017, <http://www.ibo.org/programmes/primary-years-
programme/what-is-the-pyp/>.
Montgomery, M 2010, What is happening in the UK?, in J Gardner, W Harlen, L Hayward, G Stobart
& M Montgomery (eds), Developing teacher assessment, McGraw-Hill Education, Maidenhead, pp.
53 68, retrieved 14 June 2017, <http://www.deakin.edu.au/library>.
Victorian Curriculum and Assessment Authority 2016, Level 2, Victorian Curriculum and Assessment
Authority, retrieved 8 June 2017, <http://victoriancurriculum.vcaa.vic.edu.au/level2>.
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Appendices:
Appendix 1. Lesson sequence with assessment task overview:
Lesson sequence:
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Diagnostic pre-test and summative post-test assessment overview:
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Week 6: Lesson 1 (23/05/17):
Date: Tuesday (23/05/17). Student Group: Level 2.

Title of the lesson: Reintroducing Mass.
Intended learning outcomes/ Learning Intentions: To explain what mass is and to begin to develop an understanding of bothlight
and heavy mass.
Success Criteria: The students engagement with the different tasks will highlight whether they
understand the overarching concept of what mass is (i.e. light and heavy mass).
The completion of the think board activity will be assessed in relation to a
checklist that determines how much the students know.
Prior learning and Experiences: Students being in level 1 last year would have experienced being able to lift to
compare the mass of objects (hefting) using words for example: heavier, lighter
and the same.
Link to the Victorian Curriculum: Level 1:
To be able to lift to compare the mass of objects (hefting) using words, for
example, heavier, lighter, same (VCMMG095).
Level 2:
Compare & order several shapes & objects based on length, area, volume &
comparing using appropriate uniform informal units
(VCMMG115).
Level 3:
Measure, order and compare objects using familiar metric units of mass
(VCMMG140).
Resources, Materials and Organisation: Think board template.

Mass activity sheet.
24
Balance scale.
Kitchen scale.
Teaching strategies and What you as the teacher will do? What are the students doing? Timing.
lesson structure: Beginning
1. Have students sit in a 1. Sit in a circle and take turns predicting which object out of a
circle where they will take pair is heavier or lighter through hefting. 15
turns hefting a pair of minutes
objects and predict which
one was heavier and
lighter.
2. Use a balance scale
afterwards to determine
if guess was right or
wrong.
3. Introduce think board 3 Interact with the think board discussion with teacher.
pre-test and model it to
students to help build
student understanding of
what is expected of them.
Middle
1. Hand out think board pre- 1. Begin working on the think board pre-test.
test to students for them 40
to complete. minutes
2. If students finish early 2. Complete worksheet on mass if finished early.
cannot think of any more
responses provide them
with the worksheet on
mass.
Conclusion
1. Have students come and 1. Come and sit on the floor and place the think board pre-test
sit on the floor and place in a pile with their names on it. 5 minutes
their filled-out think
board in a pile.
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Week 7: Lesson 2 (30/05/17):

Title of the lesson: Hefting and balance scales.
Intended learning outcomes/ Learning Intentions: To be able to heft objects and use a balance scale, to establish whether their
predictions were right or not
and the same.
Experimenting with different types of scales and hefting when it comes to mass
and comparing two or more objects.
Level 2:
(VCMMG115).
Level 3:
(VCMMG140).
Resources, Materials and Organisation: Balance scale.

Kitchen scale.
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Items from around the room.
1. Have students sit in a 1. Sit in a circle and listen to the teacher and participate in the
circle where they will be class discussion on todays. 15
introduced to todays minutes
activity on using hefting
to order 6 items from
heaviest to lightest and
draw this in maths books.
2. Recap on how to use a 2. Listen and discuss how to use a balance scale.
balance scale.
3. Split the class into groups 3. Split into groups of 3 and collect to items each from around
of three and ask each the room.
person to collect 2 items
from around the room.
Middle
1. Send the students off to 1. Begin working on the task.
start working on the task. 40
2. Walk around the room minutes
making sure everyone is
on task and
understanding the mass
concept.
3. Instruct early finishers to 3. Use kitchen scale to establish actual weight of each object if
use the kitchen scales to finished early.
find out the actual weight
of each object.
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Conclusion
1. Have students pack up 1. Pack up and come and sit on the floor.
and come and sit on the 5 minutes
floor.
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Week 8: Lesson 3 (06/06/17):

Title of the lesson: Conclusion on mass.
Intended learning outcomes/ Learning Intentions: To see how much the students had learnt on mass.
The completion of the think board activity will be assessed in relation to a
checklist that determines how much the students know.
and the same. Experimenting with different types of scales and hefting when it
comes to mass and comparing two or more objects.
Level 2:
(VCMMG115).
Level 3:
(VCMMG140).
Resources, Materials and Organisation: Mass review PowerPoint.

Think board template.
29
Informal units of mass activity sheet.

Balance scale.
Kitchen scale.
1. Have students sit observe 1. Sit observe, discuss the PowerPoint that relates to mass.
and discuss the Power 15
Point that relates to mass. minutes
2. Recap on how to use a 2. Recap on how to use a balance scale.
balance scale.
3. Explain the think board 3. Listen to the teacher introduce the think board post-test
post-test discussing the and discuss the different elements that are required of
different elements that them.
are required from
students.
Middle
1. Students complete the 1. Complete the post-test and come and sit on the floor.
think board post-test. 40
2. Early finishers to work on 2. Early finishers to work on informal units of mass worksheet. minutes
informal units of mass
worksheet.
Conclusion
1. Have students pack 1. Pack up, put think board in a pile and come and sit on the
up, put think boards floor. 5 minutes
in a pile and come
and sit on the floor.
30
Appendix 2. Actual assessment strategy in full with artefacts
Think board template:
31
Student Name
Think board checklist:
mass concept.
Understanding heavy
Pre-test
mass concept.
mass is measured.
mass concept.
Post-test
Understanding heavy
mass concept.
mass is measured.
32
Mass PowerPoint:
33
Appendix 3. Peer and Mentor feedback on assessment design:
Peer feedback:
34
35
Mentor feedback:
36
37
Appendix 4. Reflective Professional Journal:
38

Etp401 Assignment 2 Part B - Dean William Naylor 214005474

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Etp401 Assignment 2 Part B - Dean William Naylor 214005474

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ETP401: A2 Part B - Dean William Naylor 214005474

ETP401: Assignment 2 Part B Designing Assessment for Learning.

Name: Dean William Naylor.

Student ID: 214005474.

Assessment design and development ------------------------------------------------------------------------ pp. 4 - 6

Table 1: Summary of Assessment Task & Criteria --------------------------------------------------------- pp. 5 - 6

Evidence of Assessment Implementation ------------------------------------------------------------------ pp. 6 - 17

Whole class assessment data --------------------------------------------------------------------------------- pp. 6 - 12

Table 2: Whole class results for assessment -------------------------------------------------------------- pp. 8 - 12

Feedback on students assessment ------------------------------------------------------------------------ pp. 13 - 17

Figure 1. Student A Pre-test ----------------------------------------------------------------------------------------- p. 14

Figure 2. Student A Post-test --------------------------------------------------------------------------------------- p. 14

Figure 3. Student B Pre-test ---------------------------------------------------------------------------------------- p. 15

Figure 4. Student B Post-test --------------------------------------------------------------------------------------- p. 16

Figure 5. Student C Pre-test ----------------------------------------------------------------------------------------- p. 17

Figure 6. Student C Post-test ---------------------------------------------------------------------------------------- p. 17

Reflecting critically and stance on assessment practice ---------------------------------------------- pp. 18 - 19

Reflection on assessment design and teaching ----------------------------------------------------------------- p. 18

My teacher stance on assessment --------------------------------------------------------------------------------- p. 19

References ------------------------------------------------------------------------------------------------------- pp. 20 - 21

Appendices ------------------------------------------------------------------------------------------------------- pp. 22 - 38

Appendix 1. Lesson sequence with assessment task overview --------------------------------------- p. 22 - 30

Lesson sequence ------------------------------------------------------------------------------------------------------- p. 22

Diagnostic pre-test and summative post-test assessment overview ------------------------------------- p. 23

Week 6: Lesson 1 (23/05/17) ------------------------------------------------------------------------------- pp. 24 - 25

Week 7: Lesson 2 (30/05/17) ------------------------------------------------------------------------------- pp. 26 - 28

Week 8: Lesson 3 (06/06/17) ------------------------------------------------------------------------------- pp. 29 - 30

Appendix 2. Actual assessment strategy in full with artefacts -------------------------------------- pp. 31 - 33

Think board template ------------------------------------------------------------------------------------------------ p. 31

Think board checklist ------------------------------------------------------------------------------------------------- p. 32

Mass PowerPoint ------------------------------------------------------------------------------------------------------ p. 33

Appendix 3. Peer and Mentor feedback on assessment design -------------------------------------- p. 34 - 37

Peer feedback -------------------------------------------------------------------------------------------------- pp. 34 - 35

Mentor feedback ---------------------------------------------------------------------------------------------- pp. 36 - 37

Appendix 4. Reflective Professional Journal relevant entries -------------------------------------------- p. 38

Assessment design and development:

Table 1: Summary of Assessment Task & Criteria

Aspect of assessment task Rationale / description

Pre-test and post-test on Mass.

To be able to lift to compare the mass of objects (hefting)

Compare & order several shapes & objects based on

Measure, order and compare objects using familiar metric

Think board checklist.

Evidence of Assessment Implementation:

Whole class assessment data:

Table 2: Whole class results for assessment

Student Pre-test Post-test

Feedback on students assessment.

Figure 1. Student A Pre-test:

Figure 2. Student A Post-test:

Figure 3. Student B Pre-test:

Figure 4. Student B Post-test:

Figure 5. Student C Pre-test:

Figure 6. Student C Post-test:

Reflecting critically and stance on assessment practice:

Reflection on assessment design and teaching:

My teacher stance on assessment:

Gardner, J 2010, Developing Teacher Assessment: an introduction, in J Gardner, W Harlen, L

Hargreaves, E 2013, Inquiring into childrens experiences of teacher feedback: reconceptualising

International Baccalaureate Organization 2017, What is the PYP?, International Baccalaureate

Appendix 1. Lesson sequence with assessment task overview:

Diagnostic pre-test and summative post-test assessment overview:

Week 6: Lesson 1 (23/05/17):