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Rationale

Student Community Quilt Assessment

This assignment is for students to create a classroom community quilt. The assignment task
sheets, worksheets and criteria marking sheet is designed for Foundation Year students. The
students will create a collaborative art work making individual components to achieve this. The
focus is on community, community within the classroom, the school and beyond the school gate.
Communities support and nurture one another and can be reflected and represented through art.
A school environment that offers students a place to learn, feel safe and be responsible is greatly
important in this day and age with many students not being provided with these positive
influences at home. The cross curricular priority of sustainability is emphasised through the
predominant use of recycled materials to construct the quilt. Social responsibility is important in
every day practice for the care and respect of our environment. The community quilt assessment
provides opportunity to discuss the importance of individual and community roles in caring for
our environment. The consideration given now will reap rewards in the future for the young
students through social awareness. Through curriculum presentation, creative practice and
community, individuals can make a difference and positive impact. Teaching students from
Foundation Year and beyond sets in motion the wheels to achieve exactly this.

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It is not enough to jump upon a moral band wagon in regards to community and sustainability, to
educate students the task must be purposeful. When creating this task it was important to look at
what is required to be assessed in line with curriculum and how the task aligns with the
principals for learning.
A quality assessment, and a summative assessment which this task is, according to Readman and
Bill, (2013), is a task or activity used to gather evidence of learning in order to document a level
of achievement at a point in time, (p.XX). This task is the conclusion of a Unit which began
with the introduction of materials that are heavy and light. Backward mapping allowed vision as
to what will be considered formative assessment throughout the unit and what are the assessment
requirements of this task. Readman et al, (2013) describe backward mapping as a planning
process that begins with the teacher considering the learning outcomes that are required, then
working backwards to identify and develop appropriate assessment, (p.65). Aware of not simply
taking ACARA curriculum statements for the sole purpose of ticking as many boxes as possible,
this task is rich in cross curricular opportunities and priorities without overwhelming teachers
and students.
Foundation Year is very much about assessing students who enter the classroom with great
diversity, and teaching them explicitly. Tasks need to reflect this simple direct approach with
strong visual use, simplicity in instruction and engaging, relevant activities to cater for diversity.
The general capabilities listed in the Foundation Year Australian Curriculum and Reporting
Authority (2014) , complement the key learning outcomes of the Early Years Learning
Framework (COAG 2009) that children have a strong sense of identity and wellbeing, are
connected with and contribute to their world, are confident and involved learners and effective
communicators, (p.6). This task compliments both ACARA curriculum Science, English,
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Mathematics, and The Arts strands and scaffolds upon the Early Years Learning Framework well
with students building and representing their identity and learning through the creation of their
community quilt piece, connected to the classroom, school and outside community through
invitation to display work in a class art gallery, contributing to the world though sustainability
with the use of recycled materials, and as effective communicators through their oral
presentation to the class.
This assessment further aligns with The Melbourne Declaration for Educational Goals for young
Australians that through promotion of world class assessment and curriculum, enables
students to develop knowledge in the disciplines of English, mathematics, science, and the arts;
to understand the spiritual, moral and aesthetic dimensions of life; and open up new ways of
thinking, (p.13). By using ACARA statements to align this task and providing purposeful
assessment through the creative practice, students in Foundation Year are exposed to a different
approach to thinking as opposed to adherence to C2C as a rule, rather using it as a tool from
which to build effective tasks and assessment from.
According to the Queensland Studies Authority, (2013) Prep Year Assessment overview,
Assessment is an integral part of teaching and learning. It is the purposeful collection of
evidence about children's achievements. An awareness of what learning is assessed and how it is
assessed helps both children and parents/carers to develop an understanding of what is valued
and where to focus attention.
This task and assessment produces an awareness of what learning is being assessed through
construction of unit utilising backward mapping to ensure the task, work sheets and criteria align
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to develop an understanding for all parties with a vested interest in the students learning
outcomes.
The learning outcomes for Foundation Year are graded not A E as with higher Year levels.
Queensland Studies Authority (2013) describes the Foundation Year grading tool as, the on-
balance judgment of how well the evidence in childrens work meets the elaboration, (p.17).
The designed criteria sheet for this task of Applying (AP), Making Connections (MC), Working
With (WW), Exploring (EX) and Becoming Aware (BA) embraces the diverse levels students
display within the classroom drawing attention to areas of focus for teachers, parents and carers
as stated by the Queensland Studies Authority Prep Year Assessment Overview. The created
criteria sheet aligns with the task noting the English, Science, Mathematics, Arts and
sustainability focus.
As a graduate level teacher in the near future it is important to align practice to The Professional
Standards for Teachers (2014). Standard Five, 5.4, - Assess, provide feedback and report on
student learning states an effective teacher must, Demonstrate the capacity to interpret student
assessment data to evaluate student learning and modify teaching practice. The data collected
via the created criteria marking sheet allows opportunity to interpret student data surrounding the
task to evaluate students within the classroom and reflect upon the effectiveness of the task and
teaching practice.
Importantly, is the task itself effective and purposeful in relation to The Arts. In regards to
assessment in Arts Education, Russell Bowie, (2012) explains, Assessment should include
the process of collecting, analysing and recording details about each childs progress in relation
to specified indicators and syllabus outcomes, (p.39). The task, worksheets, and criteria sheet
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align with this. The Arts is important within the classroom as the inclusion of creative practice
engages students who learn in this visual, kinesthetic mode. For Foundation Year students this is
vitally important. Russell- Bowie, (2012), describe, the arts present children with multiple ways
of thinking, knowing, creating and learning, and act as points of entry of understanding and
learning for other curriculum areas through integration, (p.21). Creative practice is a vital tool
in the education of students and most welcome in a Foundation Year classroom.
The created website for this assessment removes the use of paper and is an effective resource that
can be shared with teaching peers worldwide. Sustainability is everyones responsibility and
discussion and education within the classroom about our environment and our impact within it is
important. The education and use of recycled materials to create the individual community quilt
pieces educates and exposes students to the importance of recycling, reducing and re-using
materials. The linkage to sustainability corresponds to ACARA cross curricular priorities.
According to ACARA, (2014), Education for sustainability develops the knowledge, skills,
values and world views necessary for people to act in ways that contribute to more sustainable
patterns of living. It enables individuals and communities to reflect on ways of interpreting and
engaging with the world. Sustainability education is futures-oriented, focusing on protecting
environments and creating a more ecologically and socially just world through informed action.
The opportunity to discuss and learn about sustainability especially at such a young age as
Foundation Year has the power to bring about positive social change for our communities and
environment. It is the role of the effective teacher to facilitate such discussion and learning
surrounding sustainability. This task reflects such practice.
This rationale has discussed the deep understanding of what constitutes a quality assessment and
is reflected in the assessment task, worksheets, and criteria itself. The Arts and sustainability
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links reflect a creative pursuit of curriculum presentation and are highly recommended within
this task providing further opportunity for assessment for now and in the future. The community
quilt brings a sense of community and inclusion and aligns with the school motto on the task
sheet.
Learning Together' encompasses the traditions of our school, based on strong community
values. These values are reflected in the community spirit of staff, students, parents and
families.
Eagleby State School 2014