EDP2222 The Roles of the Teacher 2
ASSESSMENT 2
Weighting: 49% Due Date: Wednesday, Week 14
Purpose and Context
Data-driven decision making has become a key strategy for best pedagogical
practice in education. As teachers engage with data effectively, there is a need
to understand the importance of data-driven decision making, the types of data
that can support teachers in their instructional decision-making, and how to
interact with this data in purposeful and impactful ways (Mandinach &Jackson,
2012). Assessment 2 provides the opportunity for pre-service teachers to
analyse current literature about data-driven decision making in education, with
an emphasis on data use at the teacher level. This assessment, Assessment 2,
provides the opportunity to apply a Data Cycle to differentiate and target
instruction for a group of profiled students.
Connection to the Australian Professional Standards for Teachers
APST 1.1 Physical, social and intellectual development and characteristics of students:
Demonstrate knowledge and understanding of physical, social and intellectual
development and characteristics of students and how these may affect learning
APST 1.5 Differentiate teaching to meet the specific learning needs of students across
the full range of abilities: Demonstrate knowledge and understanding of strategies for
differentiating teaching to meet the specific learning needs of students across the full
range of abilities.
APST 4.1 Support student participation: Identify strategies to support inclusive student
participation and engagement in classroom activities.
APST 5.3 Make consistent and comparable judgements: Demonstrate understanding of
assessment moderation and its application to support consistent and comparable
judgements of student learning.
APST 5.4 Interpret student data: Demonstrate the capacity to interpret student
assessment data to evaluate student learning and modify teaching practice.
APST 6.3 Engage with colleagues and improve practice: Seek and apply constructive
feedback from supervisors and teachers to improve teaching practices.
Task Outline
In Assessment 2, you will identify a small group of students with a like need
based on data, (physical, social or intellectual may all be considered). Whilst on
professional experience, discuss with your mentor how these may affect learning
and the teaching strategies used to support/cater for these students.
Following your reflective conversation with your mentor, you will plan three (3)
15 minute lessons to target a specific learning goal identified from data. You
will then explain and justify your planning choices with reference to your
mentor’s commentary, and relevant literature.
Task Requirements
PART A: Use your understandings about data sources used by teachers (refer
to Assessment 1) to identify a small group of learners (2) with a significant like
need. Collect data from informal, formal and diagnostic sources e.g., work
samples, checklists, observations (anecdotal records), weekly assessments etc.
to evidence your selection. Create a profile for each of these students
(qualitative and quantitative). How are they alike, and how are they different?
Non identifiable Student profiles and data samples to be included in the
submission.
PART B: Informally interview your mentor teacher to ascertain teaching and
learning strategies used in the classroom to effectively support and cater for
their needs. Take field notes of key ideas and strategies discussed e.g.,
planning, teaching approaches, assessment, physical positioning in the
classroom, time, questioning and instructions etc. Collect any relevant
artefacts/examples.
Field notes and artefacts to be included in the submission.
PART C: Plan three (3) 15 minute lessons to target a specific learning goal
identified from data for these two (2) students, in part to promote inclusion,
participation or engagement. Consider the principles of highly effective planning
(including safety considerations), your professional dialogue with your mentor
and the students’ profiles and learning goal.
Lessons to be included in the submission.
PART D: (600 words) Explain how your planning decisions reflected your
professional dialogue with your mentor and the students’ profiles and learning
need.
Content (Australian Curriculum)
Teaching strategies
Resources
Management and communication
Formative assessment
Sequencing and alignment
Submission Requirements
Assignment 2 must be submitted:
By the due date
Using the provided online space
In accordance with USQ Assessment policy and task instructions
