Assessment Justification: Samuel Owen.

S0239175
Students must be at the heart of planning when creating authentic assessment to monitor
weather students are achieving learning goals Bobis, Mulligan, & Lowrie (2009). Therefore
teachers need to know about their students progress or lack of progress with regards to
learning so that they can adapt their own work to meet their students' needs Krause,
Bochner, Duchesne, & Mcmaugh (2010).
The term plan we created was designed for a year two cohort of learners in the key learning
area of Mathematics for term two. We choose term two to implement the term plan after
reviewing the scope and sequence for mathematics in the Australian Curriculum
mathematics and how students need to progress through the content ACARA (2014). The
ACARA (2014) Mathematics Curriculum identified three main content strands students must
interact with in order to reach the learning outcomes for year two. With this in mind when we
were creating the term plan we implemented these strands so students would engage with
Number and Place Value, Chance and Data and then in week nine Measurement and
Geometry-Shapes ACARA (2014).
The weekly plan for shape was designed as students come across shapes every day in their
lives and environments, therefore understanding shapes is part of a larger picture in
students lives and in mathematics as student progress through school and beyond Booker,
Bond, Sparrow, & Swan (2010). The design and focus of the week nine plan was set around
the learning outcomes in the Australian Curriculum Measurement and Geometry, shapes. In
order for students to reach the achievement standards, students would be required to be
able to describe and draw two-dimensional shapes, with and without digital technologies
while also being able to identify and name the key features of two dimensional shapes
ACARA (2014). In addition to this to for students to be successful with in this strand they
would also be required to demonstrate that they can identify and describe the features of
three-dimensional objects using correct terminology upon seeing them ACARA (2014).
The concepts to be taught through this unit are scaffold throughout the term plan, weekly
plans and learning experience plans. Spread through the unit, weekly and lesson plans there
are authentic formative assessment pieces used to inform the learning manager as to how
each student is progressing and to aid in students achieving the learning outcomes Bobis,
Mulligan, & Lowrie (2009). To be able to monitor and report on weather students have
reached the learning outcomes outlined for this strand in the Australian Curriculum a
summative assessment piece was designed that would be implemented in the final week of

the term ACARA (2014). The formative tools chosen were designed in order to build on the
students knowledge and give an opportunity for the students to inform the learning manager
as to how and whether they are progressing through the unit and achieving the desired
learning goals Bobis, Mulligan, & Lowrie (2009). The formative tools were also designed and
chosen in order to give students a range of experiences with a range of two dimensional and
three dimensional representations of shapes that would help aid them in completing the
summative task Booker, Bond, Sparrow, & Swan (2010). Throughout each lesson on shapes
formative assessment strategies such as observing students as they used the geo boards,
when students orally demonstrated their knowledge through questioning and use correct
terminology, completion of work in their maths book, the collection of students drawing of
shapes they drew in the third lesson and through there construction of their threedimensional shapes made from play doh. The summative assessment piece that was
created for the end of the unit was designed so students can demonstrate their
understanding and knowledge of two and three dimensional shapes and concepts in an
authentic way as they create a poster using two and three dimensional shapes they have
drawn and created over the unit. In order for students to be successful with the final
summative task students will need to also label correctly the shape they incorporate on their
poster and then orally present it to their peers using correct terminology
The credibility of this term plan is that it aligns with the learning outcomes outlined in the
Australian curriculum mathematics year two achievement standards and gives students the
opportunity to interact with a variety of mathematical concepts and principles thus allowing
them the opportunity to reach the achievement standards for year two ACARA (2014).

References
Australian Curriculum, Assessment and Reporting (ACARA). (2014). Mathematics.
Retrieved from http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10
Booker, G., Bond, D., Sparrow, L., & Swan, P. (2010). Teaching primary mathematics (4th
ed.).
Frenchs Forest, NSW:
Pearson
Krause, K., Bochner, S., Duchesne, S., & Mcmaugh, A. (2010). Education Psychology for
learning and teaching (3rd ed.). Cengage Learning, Melbourne.
Bobis, J., Mulligan, J., & Lowrie, T. (2009) Mathematics for Children: Challenging Children to
Think
Matamaticly (3rd ed.). Pearson Education, Frenchs Forest.