Standard 5; Evidence #1

Standard 5: Assess, provide feedback and report on student

learning
EDFD220: Teaching and managing learning environments
This assignment required me to work collaboratively with my colleagues to plan a unit of work
from one of the Victorian Essential Learning standards interrelated strands. The excerpts below
include the parts of the assignment which called for assessment information to be provided.
Assessment:
This unit provides opportunities for students to demonstrate achievement of elements of
level 3 standards in The Arts, English and Civics and Citizenship.
o Activity 1:
In this activity the emphasis is on establishing an awareness of the Chinese
traditions, rituals and way of life and, more specifically, the celebration of Chinese
New Year. The focus involves creating a dragon which has the features of a
traditional Chinese dragon. Furthermore, the students will identify the value the
Chinese dragon has on the New Year celebration and the Chinese culture. Being
familiar with this festival leads to a deeper understanding of the culturally diverse
groups that make up the Australian community
Activities Supporting the activities Assessment
Students will watch a
YouTube clip on Chinese
New Year.







Students will watch a
Youtube clip on the Year Of
The Dragon. Then make a list
of the features of a
traditional Chinese Dragon.



Following the video, a
discussion will take place
about the Chinese New Year.
Prompt students with
questions about their own
experiences and their prior
knowledge about the
Chinese culture.


Following the video, a
discussion will take place
about the importance of
Dragons in the Chinese New
Year. A list will be made on
the key features of a
traditional Chinese Dragon.

Assessment of learning:
Students will create a dragon
that includes traditional
features of a Chinese dragon.




Assessment as learning:
Teacher encourages students
to discuss the traditional
features of a Chinese dragon
and their ideas behind their
choices of what features to
include in their creation.

Comment [N1]: Through completing
this assessment task, I have thought about
the processes for evaluating teaching and
assessing learning and how these impact
on practice. Assessment of learning and
assessment as learning are two strategies
used. By using these strategies, it is clear
that I not only know what these mean, but
also how to apply them into a lesson plan
(focus area 5.1).
Standard 5; Evidence #1


Students will create their
own Chinese Dragon

As the students work, roam
around the classroom, aiding
students who need it and
asking prompting questions
about the features the
students choose to include.


Assessment tasks: Outside Our Community
Evidence Element of
Standards
Assessment
Criteria
Progressing
towards the
standard
At the
standard
Progressing
beyond the
standard
The Arts- exploring and responding
Activity 1

Produce a
creation
(dragon)


they identify and
describe key
features of arts
works from their
own and other
cultures

Students will
produce a
dragon that
includes
traditional
features of a
Chinese
dragon.
Creates a
Chinese
dragon that
incorporates
some
traditional
features
listed during
a class
discussion.

Creates a
Chinese
dragon that
incorporates
all traditional
features
listed during
a class
discussion.
Able to justify
why these
features were
included.
Creates a Chinese
dragon that
incorporates all
traditional
features listed
during a class
discussion, plus
others that were
not discussed.
They are able to
justify and
explain why these
features were
included in
relation to the
Chinese New Year
celebration.
The Arts Creating and Making
Activity 3

Produce a
comic strip
students create
and present works
in a range of arts
forms that
communicate
experiences, ideas,
concepts,
observations and
feelings
Students will
work in
groups to
create a
comic strip
which
includes a
beginning,
middle and
end about
the history
of
Halloween
Students
present a
comic strip
using some
concepts
relevant to
Halloween.
Students
present a
comic strip
with a
beginning,
middle and
end using
some
concepts
relevant to
Halloween.
Students
present a
sequential
comic strip
with a clear
beginning
middle and end
using many
concepts
relevant to
Halloween.

Comment [N2]: By including these
rubric style assessment criteria, I am able
to make consistent and comparable
judgements of student learning in a stable
manner (focus area 5.3).