Moderated evidence—improving student learning

Writing a report

Assessment event 1

Note-taking/key words

Task: Using their knowledge of note-taking/key words from previous lessons, students were asked to select a lizard and, through research, select and record key words from a variety of information sources about it.

The following proforma (enlarged to A3) was used by students to record their collected information using key-words, bullet points and symbols.

Note-taking/Key words proforma

Name:

Lizard name:______
Classification: (Habitat) / Behaviour:
Hunting:
Movement:
Diet:
Reproduction:
Appearance:
Resources used:
Guide for interpreting evidence
Assessment event 1

Criteria

/ No / Sometimes/
partly / Yes

Organisation

  • information under the correct heading

  • record of resources used

  • use of at least 2 information sources

Content

  • use of relevant key words

  • use of fact not opinion

  • use of scientific terminology

  • use of symbols and bullet points

  • self–edited/corrected

Assessment event 2

Expansion of notes/key words into sentence form

Task: Students were required to place their key word / notes from the previous into their own sentences.

Students either used an A3 photocopy or ruled up in their book the following proforma:

Note-taking/Key words proforma

Name:

Lizard name:______
Classification: (Habitat) / Behaviour:
Hunting:
Movement:
Diet:
Reproduction:
Appearance:
Resources used:

Guide for interpreting evidence

Assessment event 2

Criteria

/ No / Sometimes / Yes

Organisation

  • information arranged logically; sentences under appropriate headings

  • record of resources used detailing title, author, internet address etc

Content

  • uses the name of the lizard at the beginning of every section

  • uses formal scientific terminology, eg the Gila Monster is a venomous lizard.

  • key words appropriately converted into sentence form

  • adequate information

  • uses simple forms of modality with some accuracy, eg ‘the only lizards…’; ‘… all goannas are …’

  • capital letters and full stops used appropriately

  • most commonly used words spelt correctly

Assessment event 3

Final report

Using expanded notes and key words from assessment event 2, teacher conferences for meaning and logical structure and major spelling errors. NOTE: Language is not changed if students feel it makes sense, as ownership of work is considered important.

Students have choice of how to visually present their written report, eg leaflet, poster, booklet.

Guide for interpreting evidence

Assessment event 3

Criteria /

Student

/ Teacher
No / Some-times/ partly / Yes / No / Some-times/ partly / Yes
Lizard Text
  • I understand the purpose of scientific reports

  • I can name headings used in scientific reports

  • I can read the text aloud without making mistakes

Research
  • I was able to find information about my lizard from various sources on my own
  • Circle the sources you used:
Video / Phone / Fax/ Books/Internet/Posters
  • I made notes using a good choice of key words on my own / in a group

  • I put my information under the correct headings

  • My information was factual

  • I planned what I would say when using fax/phone

  • I put all my key words into sentences on my own / in a group

  • I shared information and resources with others

Final Presentation
  • My title, headings and sub-headings were clearly visible

  • I used scientific words

  • I used correct punctuation

  • I edited / corrected my work

  • I recorded the resources I used – title & author

  • I presented my work attractively

Acknowledgment is given to Salisbury North Primary School for the preparation of this material. For the full context in which this material was used, see