Using formative assessment rubrics in English



Using formative assessment rubrics in English10633330279700Using vocabulary to enhance writingLevels 4 and 5Authorised and published by the Victorian Curriculum and Assessment AuthorityLevel 7, 2 Lonsdale StreetMelbourne VIC 3000? Victorian Curriculum and Assessment Authority 2019.No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA. Excepting third-party elements, schools may use this resource in accordance with the VCAA educational allowance. For more information go to: VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be found on the VCAA website: vcaa.vic.edu.au.This publication may contain copyright material belonging to a third party. Every effort has been made to contact all copyright owners. If you believe that material in this publication is an infringement of your copyright, please email the Copyright Officer: vcaa.copyright@edumail..auCopyright in materials appearing at any sites linked to this document rests with the copyright owner/s of those materials, subject to the Copyright Act. The VCAA recommends you refer to copyright statements at linked sites before using such materials.At the time of publication the hyperlinked URLs (website addresses) in this document were checked for accuracy and appropriateness of content; however, due to the transient nature of material placed on the web, their continuing accuracy cannot be verified.The VCAA logo is a registered trademark of the Victorian Curriculum and Assessment Authority.Contents TOC \h \z \t "VCAA Heading 1,1,VCAA Heading 2,2,VCAA Heading 3,4,VCAA Heading 2b sample,3" What is formative assessment? PAGEREF _Toc23329041 \h 4The formative assessment rubric PAGEREF _Toc23329042 \h 5Links to the Victorian Curriculum F–10 PAGEREF _Toc23329043 \h 5The formative assessment task PAGEREF _Toc23329044 \h 7Description of the task (administration guidelines) PAGEREF _Toc23329045 \h 7Evidence collected from this task PAGEREF _Toc23329046 \h 8Interpreting evidence of student learning PAGEREF _Toc23329047 \h 9Setting the scene PAGEREF _Toc23329048 \h 9Sample 1 PAGEREF _Toc23329049 \h 10Sample 1: Evidence of student learning PAGEREF _Toc23329050 \h 11Any feedback given PAGEREF _Toc23329051 \h 11Sample 2 PAGEREF _Toc23329052 \h 12Sample 2: Evidence of student learning PAGEREF _Toc23329053 \h 12Any feedback given PAGEREF _Toc23329054 \h 13Sample 3 PAGEREF _Toc23329055 \h 14Sample 3: Evidence of student learning PAGEREF _Toc23329056 \h 14Any feedback given PAGEREF _Toc23329057 \h 15Sample 4 PAGEREF _Toc23329058 \h 16Sample 4: Evidence of student learning PAGEREF _Toc23329059 \h 16Any feedback given PAGEREF _Toc23329060 \h 17Sample 5 PAGEREF _Toc23329061 \h 18Sample 5: Evidence of student learning PAGEREF _Toc23329062 \h 18Any feedback given PAGEREF _Toc23329063 \h 19Using evidence to plan for future teaching and learning PAGEREF _Toc23329064 \h 20Teacher reflections PAGEREF _Toc23329065 \h 20What is formative assessment?Formative assessment is any assessment that is used to improve teaching and learning. Best-practice formative assessment uses a rigorous approach in which each step of the assessment process is carefully thought through. Assessment is a three-step process by which evidence is collected, interpreted and used. By definition, the final step of formative assessment requires a use that improves teaching and learning.For the best results, teachers can work together to interrogate the curriculum and use their professional expertise and knowledge of their students to outline a learning continuum including a rubric of measurable, user-friendly descriptions of skills and knowledge. Teachers can draw on this learning continuum and rubric to decide how to collect evidence of each student’s current learning in order to provide formative feedback and understand what they are ready to learn next. The VCAA’s Guide to Formative Assessment Rubrics outlines how to develop a formative assessment rubric to collect, interpret and use evidence of student learning to plan teaching and learning. For more information about formative assessment and to access a copy of the guide, please go to the Formative Assessment section of the VCAA website.Using formative assessment rubrics in schoolsThis document is based on the material developed by one group of teachers in the 2019 Formative Assessment Rubrics project. The VCAA acknowledges the valuable contribution to this resource of the following teachers: Jacqueline Rotthier (Korumburra Primary School) and Caroline Akaruru (Bayswater North Primary School). The Victorian Curriculum and Assessment Authority partnered with the Assessment Research Centre, University of Melbourne, to provide professional learning for teachers interested in strengthening their understanding and use of formative assessment rubrics.This resource includes a sample formative assessment rubric, a description of a task/activity undertaken to gather evidence of learning, and annotated student work samples. Schools have flexibility in how they choose to use this resource, including as:a model that they adapt to suit their own teaching and learning plansa resource to support them as they develop their own formative assessment rubrics and tasks.This resource is not an exemplar. Additional support and advice on high-quality curriculum planning is available from the Curriculum Planning Resource.The formative assessment rubricThe rubric in this document was developed to help inform teaching and learning in English. This rubric supports the explicit teaching of the use of vocabulary to enhance writing. Student learning focuses on enriching sentences through the use of adjectives, adverbs and descriptive phrases.Links to the Victorian Curriculum F–10Curriculum area:English Mode: WritingStrand: LanguageLevels/Bands:Levels 4 and 5Achievement standard/s extract: Level 4: Students use language features to create coherence and add detail to their texts.Level 5: Students use language features to show how ideas can be extended.Content Description/s:Level 4: Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (VCELA292). Level 5: Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (VCELA324). Learning continuumEnglishLevels 4 and 5Mode: WritingStrand: LanguageSub strand: Expressing and developing ideasPhase 1Phase 2Phase 3Phase 4Students write to express and develop in some detail experiences, events and information. Students use language features to create coherence add detail in their writing.Students use language features to show how ideas can be extended.Students understand how language features and language patterns can be used for emphasis.?Organising elementActionInsufficient evidenceQuality criteriaUse of vocabulary to enhance writing1 Uses adjectives to describe a noun1.0 Insufficient evidence1.1 Uses small range of adjectives to describe a noun. For example: The big dog ...1.2 Varies adjectives to more accurately describe a noun.For example: The spotted dog…2 Uses an adverb to describe a verb2.0 Insufficient evidence2.1 Writes a small range of adverbs to describe a verb.For example: ran fast…2.2 Uses modifying words or more specific adverbs to elaborate on an action. For example: ran very quickly…3 Writes adjectival clauses 3.0 Insufficient evidence3.1 Uses adjectives to create a noun group to add detail.For example: The black and brown spotted dog…3.2 Builds richer description through creating and extending an elaborated noun groupFor example: The black and brown spotted dog with his flag-like tail waving in the air, who wandered into our yard4 Writes adverbial clauses4.0 Insufficient evidence4.1 Uses adverbs to add surrounding detail such as place, manner and reason.For example:… ran down… ran quickly … ran to escape…)4.2 Creates adverbial clauses which may include similes or a prepositional phrase to enhance description. For example: ran like the wind ….ran down the hill…The frightened boy ran down the hill, as fast as the wind, to escape the dragon.The formative assessment taskThe following formative assessment task was developed to elicit evidence of each student’s current learning and what they are ready to learn next.Description of the task (administration guidelines)Tuning in activity Students:are exposed to an example of descriptive language that creates rich imagery in a story, for example, Fox by Margaret Wild.need to understand that the author will use precise description in order for the audience to create similar imagery/inferencing and understanding. write a descriptive piece from a common prompt or stimulus selected by the teacher. are provided a period of time in which to plan, organise, write, revise and edit their piece. This could be over multiple sessions.Teachers:should select a visual stimulus that provides adequate imagery that best suits their students’ needs and context.introduce the stimulus explaining to the students the purpose is to write descriptively so that someone else can visualise and get the picture in their head. Terminology From the Victorian Curriculum F–10: English glossary:AdverbA word class that may modify a verb (for example, ‘beautifully’ in ‘She sings beautifully’), an adjective (for example ‘really’ in ‘He is really interesting’) or another adverb (for example ‘very’ in ‘She walks very slowly’). In English many adverbs have an –ly ending.AdverbialA word or group of words that contributes additional but nonessential information to the larger structure of a clause.Modal verbA verb that expresses a degree of probability attached by a speaker to a statement (for example `’I might come home') or a degree of obligation (for example ‘You must give it to me', ‘You are not permitted to smoke in here').Noun groupsA group of words building on a noun. Noun groups usually consist of an article (‘the’, ‘a’, ‘an’) plus one or more adjectives. They can also include demonstratives (for example ‘this’, ‘those’), possessives (for example ‘my’, ‘Ann's’), quantifiers (for example ‘two’, ‘several’), or classifiers (for example ‘wooden’) before the head noun. These are called pre-modifiers after the noun, phrases and clauses act as post-modifiers following the head noun (for example ‘the girl with the red shirt who was playing soccer’).Prepositional phrasesPrepositions are positional words, for example:’ below ‘, ‘for’, ‘down’, ‘above’, ‘to’, ‘near’, ‘under, ’since’, ‘between’, ‘with’, ‘before’, ‘after’, ‘into’, ‘from’, ‘beside’, ‘without’, ‘out’, ‘during’, ‘past’, ‘over’, ‘until’, ‘through’, ‘off’, ‘on’, ‘across’, ‘by’, ‘in’, ‘around.’ Prepositional phrases are units of meaning within a clause that contain a preposition, for example ’She ran into the garden’, ‘He is available from nine o’clock’.From Blake’s Grammar Guide:Adjective A word used to describe a person, place or thing. For example, ‘beautiful ‘ as in ‘The beautiful flower’.Adjectival A dependent clause that says more about a noun in another clause. For example, ‘The men, who were all dressed in suits, stood chatting nearby. Simile A phrase that shows the likeness between two things. For example, ‘as slow as a snail,’ and ‘as deep as the ocean.’ReferenceThe Literacy Learning Progression – Grammar Foundation to Level 8 document was used to support the creation of this rubric. See the VCAA’s Literacy web page for general information about the Literacy Learning Progressions.Evidence collected from this taskStudent writing samples Interpreting evidence of student learning Evidence collected from each student was mapped against the rubric:The quality criteria that were achieved was shaded in blue. 1905035306000The phase that the student is ready to learn next was shaded in green.Please note, the following annotated student work samples are representative examples only.Setting the sceneThe following samples were collected and annotated by teachers at two different schools, and each school teaches writing using their own approach. In each case, students were prompted to write a piece and encouraged to consider the use of descriptive language to create imagery and devices to engage the reader.This task was a formative assessment task so students were encouraged to complete the task independently to their best abilityStudents had previously engaged in learning about how to use adverbs and adjectives to strengthen imagery and other language features that support descriptive language.The task was implemented for students to demonstrate their knowledge and understanding of descriptive language and devices independently to determine future teaching is required and student’s next point of learning. The task was administer within a single writing session (50 min to 1 hour in duration).left29210000Sample 1Sample 1: Evidence of student learningAnnotations1.2 Student chooses adjectives to provide variety within the writing ‘particular day.’2.2 Student uses modifying words or specific adverbs to elaborate, so nice, so surprised.3.2 Student builds richer description through creating and extending an elaborated noun group ‘a long, bleak, black, dress, to the tip of the toe,’4.2 Student creates adverbial clauses which may include similes or a prepositional phrase to enhance description. ‘Live with her on the top of the mountain’ and ‘spread all around the town.’What is the student ready to learn next?right62581700This student is experimenting with language to enhance her writing. Her next steps will be to develop her vocabulary choice to further enhance her description. She will also be encouraged to edit her work for clarity. Any feedback givenThe student was provided feedback on their successful use of all aspects of the rubric with her future goal being on the precise selection of vocabulary. Additional teaching activities will be provided in how to use a thesaurus to up level word choice.Sample 2left10160000Sample 2: Evidence of student learningAnnotations1.2 Student varies adjectives to provide more detail to accurately describe a noun ‘blood red eyes’.2.2 Student uses modifying words or more specific adverbs to elaborate on an action. 3.2 Student builds richer description through creating and extending an elaborated noun group ‘tall, pointy, charcoal hats that smell like BO’.4.1 Student uses adverbs to add surrounding detail such as place, manner and reason, worse than you think.What is the student ready to learn next?right63480500This student is showing a developing understanding of using language to enhance her writing and is now ready to incorporate adverbs and adverbial clauses to add further detail to her writing.Any feedback givenThis student was provided feedback regarding their positive use of adjectives to build imagery. Their attention was also brought to the lack of verbs and how action can also add detail to description.Sample 3left7937500Sample 3: Evidence of student learningAnnotations 1.1 Student uses adjectives ‘big treat’. 2.2 Student uses modifying words and more specific adverbs ‘is so confusing’. 4.1 Student uses prepositional phrases to create adverbials: ‘flew through the city and far away’, ‘got working on the bomb’.Insufficient evidence3.0 Student didn’t provide evidence for this action.What is the student ready to learn next?-2813584264500Although this student is using some descriptions and language features to express and develop their ideas, the next phase is to develop understanding of describing the scene and help the reader to visualise the characters and setting to provide context for the story through the use of specific selected adjectives and adverbs and clauses. Any feedback givenThe student received feedback around their use of adverbs and some adjectives and could be asked to describe the place where this was all happening.Sample 4left8255000Sample 4: Evidence of student learningAnnotations1.2 Student uses varies adjectives ‘locked box’ ‘steep staircase’. 2.2 Student uses modifying words and more specific adverbs ‘blinked once or twice’, gleefully said’. 3.2 Student builds richer description through creating and extending an elaborated noun group ‘What she seen was her mother… lying on the ground in a puddle of blood.’4.2 Student creates adverbial clauses which may include similes or a prepositional phrase to enhance description: ‘opened the door at the speed of a snail’, ‘placed (her blue princess dressing gown) over her shoulders.’ What is the student ready to learn next?right81514400Although this student is using descriptions and language features to express and develop their ideas, the next phase is to build proficiency in using descriptive language more selectively and to elaborate on the setting and scene rather than the actions taking place to provide the reader with a context and support visualising.Any feedback givenThe student received feedback around their range of varied adjectives and adverbs to create imagery for the reader.Sample 5left10160000Sample 5: Evidence of student learningAnnotations 1.2 Student uses varies adjectives. ‘Rainbow chicken distant eeh-arh.’2.2 Student uses modifying words and more specific adverbs ‘aggressively opened, screamed impatiently unfortunately it was….’3.2 Student builds richer description through creating and extending an elaborated noun group ‘With dead trees and darker shadows … rainbow chicken that wandered around the island every now and then.’ 4.2 Student creates adverbial clauses which may include similes or a prepositional phrase to enhance description. ‘…questioned Johnny as he arrived at the stables that held many other creatures.’ What is the student ready to learn next?This student is using descriptions and language features to express and develop their ideas in particular actions that take place.right68404100The next phase is to build proficiency in using descriptive language more selectively and to elaborate on the setting and scene rather than the actions taking place to provide the reader with a context and support visualising and imagery.Any feedback givenThe student received feedback around their range of varied adjectives and adverbs to create imagery for the reader.Using evidence to plan for future teaching and learningFor future learning, I would suggest we need to ensure that our students understand how to use vocabulary effectively to improve imagery and encourage students to use to figurative language to enhance their writing.Using evidence from the students writing has also highlighted that there are other aspects of their writing that will now form our future areas of focus. We will be checking on the retention of their use of adjectives and adverbs using the rubric at a later point in the year. Teacher reflectionsAfter trialing the task and rubric, we made a decision to modify some quality criteria to provide clearer definitions and examples. Some re-ordering of the criteria was made to reflect the difficulty.The modified rubric will provide a much more teacher friendly assessment and moderation tool. ................
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