Example assessment & marking criteria

Assessment type: / Learning portfolio
Subject: / EML110English Curriculum: Understanding Language and Literacy
This subject introduces foundational concepts about language and literacy as sociocultural practices, and theories and models of language acquisition and early literacy development. Students will explore contextual factors that impact language and literacy development such as cultural and linguistic diversity, and the influence of globalisation and new technologies on literacy teaching and learning. Students will critically engage with English Curriculum documents to understand the intent and organisation of English through the strands of language, literacy and literature. Students will develop core practices related to collecting, analysing and interpreting data in order to understand children's early language and literacy experiences in a range of contexts. They will connect these experiences to pedagogical approaches that support literacy learning in Years K-2.
Subject learning
outcomes: / On successful completion of this subject, students will be able to:
  • demonstrate understanding of language and literacy as sociocultural practices
  • critically analyse the role of literacy
  • demonstrate understanding of first and second language acquisition and early literacydevelopment
  • understand pedagogical approaches to teaching
  • understand language and literacy experiences
  • understand the influence of cultural and linguistic diversity
  • critically engage with English curriculum documents.

Assessment task: / 1: Learning portfolio
Value& length: / 40%; variable length
Task description: / You will develop and maintain a portfolio that provides evidence of your understanding of key concepts and content related to the subject learning outcomes. The portfolio will consist of 6 items and a 1,500 word critical reflection essay. The portfolio will be submitted using Pebblepad.
The portfolio will consist of:
A. Six (6) tasks chosen from tasks embedded in subject content, via the first two learning modules in Interact. You will choose three (3) tasks and your lecturer will choose three (3) tasks for inclusion in the portfolio. The tasks will incorporate the use of a range of media and provide opportunities for you to demonstrate your competence in multimodal communication, as well as understanding of subject content.
The tasks support subject content and are designed to scaffold your engagement with and understanding of key concepts related to:
  • theories of language and language acquisition,
  • functional models of language,
  • theories and models of literacy learning and teaching,
  • cultural and linguistic diversity,
  • the impact of technology and globalisation on language and literacy.
B. A 1,500 word essay that critically reflects on your new and developing understandings about language and literacy teaching and learning in the 21st century, and discusses how the tasks have contributed to your meeting these learning outcomes of the subject:
  • demonstrate a critically informed understanding of literacy and language as sociocultural practices;
  • explain theories and models of first and second language acquisition and early literacy development;
  • explain the influence of cultural and linguistic diversity on English language and literacy development;
  • critically analyse the role of literacy in the 21st century as shaped by globalisation and new technologies.
This essay should be written in the first person, and make reference to subject readings and materials to support your ideas.
Guidelines
1. The first thing you must do is login to the Pebblepad site (via the subject Interact site), click on 'view' and go to 'gateways'. Find and click on the link to EML440 BD for the session you are enrolled in. Look for the gateway resources and the link to 'Your name - EML440 Assessment 1'. Beside this is a button that says 'copy and publish', click on this to save the assessment webfolio to your Pebblepad assets. Then change the name to put your own name in so the file is saved with your name on it!
This webfolio will be the place where you will put your artefacts for the assignment, including your reflective essay. You can do this by writing directly into the webfolio or by creating links to the completed portfolio tasks that you have saved as assets in Pebblepad. Once saved into your assets, the webfolio will automatically update back to the gateway any time you make changes to it. You MUST click 'copy and publish' for this to happen.
2. Throughout Modules 1 and 2 there are a range of portfolio tasks to complete that are designed to enhance engagement with subject content. You should complete all tasks and keep them as assets in Pebblepad. You must choose 3portfolio tasks from the modules that will become assets to be shared as part of your e-portfolio. NOTE: Portfolio Task 1.3 is compulsory for everyone. In the first 3 weeks of the subject, the coordinator will nominate 2 other portfolio tasks to be included in the final portfolio submitted for summative assessment.
NB: Only the portfolio tasks count towards the assessment. Other learning activities are designed to enhance your engagement with the content, but are not assessed.
3. When you have assembled your 6 tasks, write a 1,500 - 1,800 word reflective report that justifies and critically evaluates each task, discusses how each task contributes to your development as a teacher and describes what each one demonstrates about your learning with regard to the points in B above.
You will submit your portfolio with reflection on two occasions:
Friday 28th March - three assets from Module One with 800 - 1,000 word reflective report for formative feedback.
Monday 27th April - completed portfolio of 6 assets, 3 each from Modules 1 and 2, with 1,500 - 1,800 word reflective report for summative marking.
Rationale: / Literacy is a multifaceted and complex part of teaching and learning. Competence in teaching writing can be demonstrated in a number of ways linked to the range of skills and understandings required. A portfolio is an effective way of representing individual understandings and skills. Teachers are also required to be reflective practitioners who are able to think critically about their own practice, in order to continuously improve. This assignment will build students’ skills and understandings about teaching literacy through a range of tasks linked to subject outcomes that students will critically reflect on. Pebblepad is a digital tool that is part of the BTch Course. It offers an effective and efficient way for students to maintain artefacts that demonstrate their growing competence as teachers. This assignment will build and develop students’ skills in using Pebblepad for an authentic purpose.
This assignment meets the following learning outcomes:
  • demonstrate a critically informed understanding of literacy and language as sociocultural practices;
  • explain theories and models of first and second language acquisition and early literacy development;
  • explain the influence of cultural and linguistic diversity on English language and literacy development;
  • critically analyse the role of literacy in the 21st century as shaped by globalisation and new technologies.

Marking criteria & standards of performance

Developed by Dr Jae Major

Marking criteria / HD / DI / CR / PS / FL
Task completion reflects familiarity with and understanding of subject content and materials. / Six tasks are completed with attention to the instructions and requirements. All tasks are completed to a high standard reflecting an in-depth understanding of the relevant concepts and content related to each of the subject outcomes. Connections to and beyond relevant subject materials are evident. / Six tasks are completed with attention to the instructions and requirements. The majority of tasks are completed to a high standard, and the majority reflect an in-depth understanding of the relevant concepts and content related to each of the subject outcomes. Some connections beyond subject materials are evident. / Six tasks are submitted and all are complete in terms of the instructions and requirements. There are minor lapses in detail or relevance, but solid evidence that subject concepts and content related to most of the subject outcomes are understood. Relevant subject materials have been used to complete the tasks. / Six tasks are submitted although there maybe responses which are limited or lacking detail and relevance. There is sufficient evidence that most subject concepts and content related to the subject outcomes are understood, and some relevant subject materials have been used to complete the tasks. / Some tasks are missing.
There is little evidence that subject content related to the outcomes is understood and few relevant materials have been used in task completion.
Evidence of critical reflection on own learning and understandings in relation to subject outcomes and portfolio tasks. / Own learning is critically discussed with connections to wider experiences and learning. Connections between tasks, own learning, and subject outcomes are meaningful and synthesised in the discussion. Implications for classroom practice are discussed with clear and useful detail. / Own learning is critically discussed, and some connections are made beyond the immediate subject context. The subject outcomes are addressed clearly with some integration and connections to tasks and own learning; however there may be lapses. Implications for classroom practice are discussed with some detail. / Own learning is discussed with some evidence of critical reflection. All subject outcomes are addressed but some may lack detail, and connections to own learning and tasks tend to be discrete rather than integrated. Implications for classroom practice are described in general terms. / Own learning is described with limited levels of critical reflection. Connections to subject outcomes tend to focus on tasks rather than learning/ understanding, and some links are tenuous or not clearly explained. Obvious implications for classroom practice are described but may lack detail. / Own learning is not described or is described in limited ways. There are limited connections made to the subject outcomes and not all outcomes are addressed. Implications for classroom practice are not considered, or are considered in a brief and superficial way.
Professional standard of presentation including academic literacy and the use of APA referencing. / High level of accuracy and control in articulation of ideas. Logical and coherent text structure. Sustained evidence of correct citation and referencing. / High level of accuracy and control in articulation of ideas. Logical and coherent text structure. Consistent approach to citation and referencing. / Ideas are clearly articulated using accurate sentence structure. Text structure is clearly organised. Consistent approach to citation and referencing with few errors. / Lack of clarity in places. Text structure may lack clear organisation. Minor spelling, punctuation or grammatical errors. Mostly consistent approach to citation and referencing with few errors. / Lack of clarity that impedes understanding of ideas. Significant number of spelling, punctuation or grammatical errors per page. Text structure lacks appropriate organisation. Inadequate citation and referencing