Assessment Task 1
Assessment and Reporting in Secondary
Schools EDSE14004
Length of Assessment:
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Assessment is defined by Erwin (1991) as the systematic basis for making inferences
about the learning and development of students. Ideally, the first and foremost purpose of
assessment is to inform teaching, improve student learning and report on the level of
achievement that they have obtained. In addition, the purpose of assessment is to promote
and develop students confidence in their ability to learn and inform teaching and learning
rather than placing an emphasis on achievement. It provides the opportunity for educators to
examine how students select, design and interpret information and identifies difficulties and
misconceptions in learning and development whilst using evidence to guide student learning,
inform instruction and provide constructive feedback. Furthermore, the purpose of
assessment is to examine data and certify student knowledge and skills in order to achieve
better results; it sanctions the need to alter and adjust specific teaching approaches
accordingly (Dargusch, 2017a).
The role in which teachers and students play in the development of assessment has
been long advocated. Students play a significant role in the development of assessment; in
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many instances students become the assessor of their own learning. Davies, Herbst and
Reynolds (Digital Chalkboard, 2015) identify that lower level learners have the greatest
influence as they force educators to manipulate the way in which they implement
information, knowledge and understandings and assessment into each unit of work. Students
continue to considerably influence assessment both formative and summative by making
errors and then forming feedback techniques to monitor their own learning and make
adjustments when necessary whilst developing higher order thinking skills through the
process of self-assessment and design instruction. In addition, teachers roles in the
development of assessment are paramount; they ultimately provide students with greater
opportunities to direct their own learning. The Centre for Educational Research and
Innovation (CERI, n.d.) states that teachers must collect evidence and modify work when
necessary to cater to the needs of all learners present. Teachers gather this evidence and
information on students by observing, questioning and listening to student discussions, this
information is then utilised in conjunction with teacher knowledge to create well designed
tasks that incorporate a vast array of learning experiences, future learning opportunities and
focuses on the development of student learning. Fullan & Watson (2000) align with the ideas
of CERI (n.d.) by suggesting that teachers benefit students by altering activities and
classroom tasks to achieve better results. Summative assessment when created correctly
should simply provide teachers with an evaluation of student learning against clear criteria
developed and adjusted throughout a unit to foster future learning opportunities for all
(Assessment Reform Group, 2003).
In the selected Year 9 Humanities unit of work teachers are responsible for the direct
implementation of information, knowledge and understandings and the development of
learning experiences. They ensure that modifications and adjustments are made to formative
tasks in preparation for summative assessment rather than just teaching to the curriculum.
Students will participate in a number of activities such as whole class discussions and self-
assessments to provide teachers with the evidence necessary to make said changes. The
implementation of activities such as individual whiteboards, thumbs up/thumbs down and
classroom questionnaires provide educators with the necessary information required to alter
tasks and assessments when necessary to accommodate individual learning needs and
simultaneously provide students with a greater understanding of their strengths and
weaknesses throughout the unit.
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Nestor and Nestor (2013) defines front-ending assessment as the process of allowing
teachers to create units of work that focus on exposing students to explicit learning goals
whilst simultaneously establishing understandings of why they are learning set topics and
what they will aim to achieve throughout each lesson. Grant Wiggins and Jay McTigne (n.d.)
align with Nestor and Nestor (2013) by stating that front-ending assessment involves
thinking a great deal, first, about the specific learnings sought, and the evidence of such
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learnings, before thinking about what we, as the teacher, will do or provide in teaching and
learning activities. Throughout each unit of work teachers will choose to implement
essential formative assessments in order to provide both the students and themselves with
relevant feedback in order to make appropriate adjustments and modifications to content,
resources and planning when necessary to differentiate education for individual learning
needs. Front-ending assessment is ultimately instructional strategies paramount to the
establishment of successful course design. Furthermore, Mary Anne Nestor proposes the
importance of five specific components that must align and be utilised in order for students to
succeed throughout their education. Front-ending assessment or backward design is
constructed from the counter parts of learning objectives, assessments, instructional activities,
resources and course technology in order to focus on what students need to learn rather than
what a teacher wants to teach (Nestor & Nestor, 2013). In conjunction, throughout this unit of
work teachers will utilise this process by carefully analysing assessment to identify skills and
knowledge required of students in order to meet set learning objectives. In the selected Year
9 World War I unit of work the learning objective is to investigate key events of WWI,
students will then be assessed through an exam. They will participate in instructional
activities such as exit tickets, venn diagrams and computer surveys as well as being provided
with resources such as video clips and newspaper extracts to develop their historical inquiry
skills. Technology will then be implemented through journal entries and online blogs.
Identifying data sets and methods to collect evidence of learning are imperative to ones
teaching practice in order to establish students learning needs and current levels of
performance. Allen (2005), states that for a teacher the central purpose of analysising data is
to improve the learning of one or more students. Data or standardised test information such
as NAPLAN results will be assessed through OneSchool to directly inform and modify
teaching and learning practices (Dargusch, 2017c). This information outlines students
current literacy and numeracy levels that are then utilised to form the basis of units and
develop a vast array of formal and informal testing programs. Furthermore, data will be
examined and utilised through gradebooks which outline current academic results to assist
with this process. Evidence or the information gathered in the classroom ultimately dictate
what happens next in this process (Dargusch, 2017c) in Year 9 History, data and evidence
form the next step processes of teaching and learning in the development of both formative
and summative assessment tasks. Collecting evidence through a number of informative tasks
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such as exit tickets, jigsaw and journal entries provide opportunities to demonstrate areas of
improvement specifically in literacy and numeracy. In addition, data will be utilised to
identify appropriate levels of text and sophistication of sources in order to determine the
extent of scaffolding required to benefit student learning (ACARA, 2014). Creating mixed
ability groupings in conjunction with explicit teaching ensures that student understanding and
learning continues throughout (Dargusch, 2017c).
Within every class there are a number of diverse learners, specifically in the Year 9
History class there are a range of learners with contrasting needs. Referring to the matrix it is
evident that one student identifies as high achieving whilst the other is currently not
achieving the required level. Specifically for the high achieving student, strategies such as
using students as expert peer teachers, introducing open ended questions and offering an
independent project on the selected topic is used to support diverse learners and inform in-
the-moment decision making. The low achieving student will require a higher level of
scaffolding in the forms of simplifying documents, implementing KWL charts, reducing the
complexity of language used in historical texts whilst incorporating mixed ability peer
groupings to encourage students to participate more confidently in the classroom. To support
diverse learners, one must "differentiate consciously and purposefully, continually reflecting
on and refining your teaching practices" (Queensland College of Teachers, 2016) to create in-
the-moment decisions and utilise this information to plan the next instructional steps for
student learning.
Thus far throughout the Year 9 World War One unit of study students have uncovered a
vast array of impacts on the Australian society and the significance of various perspectives
based on the ANZAC legend. During the unit of work the teacher will choose to explicitly
teach the imperative processes required when constructing a quality persuasive essay. In
addition, students will be given a C grade essay exemplar where they will be divided into
pairs of higher and lower levels learners to actively incorporate the utilisation of peer
teaching and simultaneously develop greater historical knowledge and understandings for all.
Students will be required to investigate how the selected exemplar aligns with the set
assessment criteria and identify modifications and adjustments required to achieve an A
grade (Clarke, 2006).
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At the end of week 5 students will be provided with a revision quiz which has been
designed to uncover students understandings of Australias experience in World War I, its
impact on Australian society and the significance of the Anzac legend. This particular
formative assessment instrument will provide teachers with a greater understanding of what
information students have been able to understand and retain throughout the unit whilst
outlining the possible need to make adjustments to the program, provide additional support to
learners and address any misconceptions prior to the summative assessment task. In addition,
this formative assessment tool will identify whether students have addressed and achieved the
set learning outcome for the course. By implementing this activity at this key point in time
teachers are able to identify how ready students are to proceed in their learning of World War
I impacts on Australian society. This task is essential to the development of focus learners
education as it provides teachers with an initial activity that can be intensified or reduced
when necessary. Specifically for focus student 1, this task allows educators to gather
evidence necessary to make complex changes to further activities for greater engagement
whilst asking open-ended questions to stimulate higher order thinking processes where
students can participate in comparisons, judgements and further their in-depth analysis of
sources whilst expanding historical knowledge and understandings (Berger,n.d & Raffaelli,
2014).
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This instrument in conjunction with OneSchool data provides educators with the
opportunity to expose focus student 2 to the same material whilst creating different
educational outcomes. As this student has achieved a Band 4 reading result in Year 7
NAPLAN modifications to teaching will occur in the forms of implementing lower level
written texts, shortening the amount of reading required and allow peers to read text aloud to
said student. The utilisation of a revision quiz with multiple components simultaneously
provides the opportunity for the educator to examine how students best interpret information
and identify gaps in knowledge (Kleeman, 2017). This specific instrument further establishes
an overall deepened understanding of key terms, definitions, time lines and maps.
Two weeks prior to the summative task students will be given the opportunity to
complete a draft extended written response to a teacher selected topic. In preparation for this
task the students will be given a self-assessment tool which provides a step-by-step
breakdown of how to complete a quality essay and obtain a greater understanding of the
standard required when constructing their own response to set questions whilst making direct
links to the assessment criteria and building upon current World War I knowledge. This
activity allows one to expand students working knowledge of quality criteria, reflect upon
their current historical knowledge and understandings by participating in self-assessment and
mark their work accordingly (Macquarie University, 2015). Students work will then be
collected in preparation for the following lesson where both focus learners work will be
traded and students will provide a minimum of five positive feedback remarks to their
partner; this specific strategy will originally be modelled by the educator whilst clarifying
assessment requirements and allow students to participate in small group-peer feedback
which will be monitored throughout the lesson (Dargusch, 2017c). The activity provides the
opportunity for the high achieving student to reach his/her greatest learning potential, form
greater personal connections in their areas of interest, collaborate with other students in the
class to expand historical knowledge and understandings and assist others in the process of
peer teaching. Teachers then utilise the evidence gathered from the completed assessment
tool to expand course activities and summative tasks so students can further expand their
working knowledge of how to successfully construct quality assessment items. To improve
and clarify individual understandings the low achieving students completed draft will be
analysed and teachers will form a range of additional support strategies in preparation for the
completion of the summative assessment task (Martin, 2017). As student understanding is
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Appendix A Matrix
Focus of data and Data type Source Evidence type Source
evidence collection
Whole class NAPLAN results OneSchool Week 1 Q&A Q&A Discussion whole
reading, writing, classroom class discussion, class feedback
spelling, grammar dashboard list 10 things,
List 10 Things self
and punctuation bingo, concept
assessment
bands map; small group
OneSchool preparation for Bingo small group-peer
student profile revision sheet. feedback
Attendance records
Week 2 Concept Map self-
placemats, assessment and whole
Teachers grade
individual class feedback
Behaviour records book
whiteboards, venn
Placemats individual
OneSchool diagram, exit
feedback
classroom ticket; small
Gradebook year 9
dashboard group preparation Individual Whiteboards
History, 2
for revision sheet whole class feedback
completed
.
assessments to date Venn Diagram self-
OneSchool
Week 3 Q&A assessment
classroom
class discussions,
dashboard Exit Ticket feedback to
four corners,
individuals and groups
thumbs up/thumbs
down; check for Friday Quiz Individual
further student feedback and self-
understanding, assessment
Friday quiz;
Four Corners whole class
identify
feedback
completed and
future learning Thumbs Up/Thumbs
goals . Downs self-assessment
and whole class feedback
Week 4
classroom Classroom Questionnaire
questionnaire, whole class feedback
jigsaw, journal
Jigsaw small group and
entry, think pair
teacher feedback
share; small group
preparation for Journal Entry self
revision sheet. assessment and teacher
feedback
Week 5 revision
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Week 8 drafts
of summative
assessment task;
individual
preparation for
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assessment, list 10
things, three facts
and a fib, exit
ticket; small
group preparation
for exam.
Week 9 Traffic
lights, class Q&A
discussion, bingo;
check for student
understanding,
revision quiz;
identify student
knowledge and
understandings in
preparation for
exam.
Week 10 exit
ticket, jigsaw,
journal entry, and
individual
whiteboards;
small group
culminating
activities.
Focus student 1 The selected sources OneSchool For this high level focus learner the following
outlined above classroom strategies will be implemented:
identify that this dashboard
-Incorporate the use of expert peer teachers
focus student
achieved a -Introduce open ended questions into classroom
NAPLAN reading and homework activities
band 6 level,
-Establish the opportunity for students to
obtained an A level
participate in an independent project on a
academic report in
relatable topic of their choosing
English and an
impeccable behavior -Use small group and individual tasks based on
and attendance content and student needs
report. The teacher
-Cluster group high level achievers together
grade book results
identify that this -Allow students to be revolving assistants
focus student occasionally
achieved an A grade
- Utilise classroom activity work booklets to
in both the Term
track student learning/progress throughout the
One Industrial
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Focus student 2 The selected sources OneSchool For this low level focus learner the following
outlined above classroom strategies will be implemented:
identify that this dashboard
-Incorporate higher levels of scaffolding
focus student
achieved a -Select and make modifications to simplify
NAPLAN reading selected documents
band 4 level,
-Introduce KWL charts to the student this
obtained an C level
reflective activity allows for the student to
academic report in
identify what they know, what they want to
English and an
know and what they have learned throughout
impeccable behavior
the lesson or activity
and attendance
report. The selected -Complexity of historical terms used will be
teacher grade book reduced to link directly to this students current
identifies that this band 4 reading level
student obtained a D
-Utilise mixed ability peer groupings
level result in the
Term One short -Utilise classroom activity work booklets to
answer assessment track student learning/progress throughout the
and essay. term.
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The commencement date should be added to
Develop a persuasive essay about World War I. Use division rather than separation.
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This is a C level grade exemplar taken from a selected essay. In order to achieve a higher grade the
student would have to incorporate a number of primary and secondary sources, evaluate origins and
purposes of the selected source in greater detail, discuss the reliability and relevance of the selected
source and further analyse different perspectives throughout. The essay should be structured in a way
that flows directly from one paragraph to the next whilst clearly and purposefully communicating
logical and valid historical perspectives. The student has selected and described to some extent the
impact of the role change for women in the war in Australian society whilst utilising some historical
terms and concepts appropriately from historical sources. In further paragraphs the student must
identify the characteristics and significance of the Anzac legend in order to successfully address the
historical knowledge and understanding criterion.
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Battle of Lone Pine End of WWI Battle of Gallipoli Britain declares Battle of Fromelles
war on Germany
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4. Using the map, write beside each corresponding number the name of the location and the
events which occurred here.
1. _____________
2. _____________
3. _____________
4. _____________
5. _____________
6. _____________
7. _____________
2
8. _____________ 4
3
1 5
6
7 8
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6. Explain what were some of the greatest impacts of War on Australian society?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
__
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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Topic: The propaganda posters of WWI had several different purposes. Select and explain
one purpose in the following essay format.
Introduction: (Open your essay with a broad statement, outline the key points of the
essay) (max 100 words)
For example you may choose to construct youre your essay in this way: The following essay
will examine the key impact of World War One on Australian society with the assistance of
numerous sources, timelines and perspectives.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Body: (This is where a majority of your analysis should be, your essay should be
constructed of a minimum of 3 paragraphs, you should choose to only discuss 1 major
idea per paragraph. Make sure your information links directly to your chosen topic and
introduction!
Paragraph One Outline your major idea in the topic sentence. Implement source analysis
(for example is there bias, reliability, points of view)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Paragraph Two Each sentence should get a little more specific and detailed and between
each major idea you need to use creatively phrased transition statements that allow the flow
of the essay to not be disrupted.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Paragraph Three Provide further relevant details only, identify and organise information
correctly from a wide range of primary and secondary sources.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Conclusion: Here you should wrap up you main ideas that you have thoroughly
discussed and argued throughout your body paragraphs. Make sure not to introduce
any new points here.
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Appendix E Criteria Sheet
This criteria sheet has been provided by ACARA and formally implemented into current units of work at Kepnock State High School.
Australian experience explains the impact of World War I on World War I on impact of World War I about the Australian
in World War I, the World War I on Australian society and Australian society and on Australian society experiences in World
impact of World War I Australian society and the nature and the identifies the and the aspects of the War I with reference to
on Australian society the nature and the significance of the characteristics and Anzac legend. the Anzac legend.
and the nature and the significance of the Anzac legend. significance of the
significance of the Anzac legend from Anzac legend.
Understanding and skills
Develops focus Develops and enhances Develops and modifies Develops and modifies Develops questions Develops obvious
questions to frame a discerning focus to effective focus focus questions to connected to a questions to respond to
historical inquiry. frame a historical questions to frame a frame a historical historical inquiry. a historical inquiry.
inquiry in response to a historical inquiry in inquiry in response to a
Questioning and
Historical skills
hypothesis.
Identifies and organises Identifies and Identifies and effectively Identifies and organises Identifies and selects Identifies information
information from systematically organises information information from a information from a from supplied historical
primary and secondary organises information from a range of primary range of primary and narrow range of primary sources connected to
sources used as from a wide range of and secondary sources secondary sources and secondary sources inquiry questions.
evidence to answer primary and secondary used as evidence to used as evidence to used to answer inquiry
inquiry questions. sources used as answer inquiry answer inquiry questions.
Sections 2, 3 & 5 evidence to answer questions. questions.
inquiry questions.
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Analyses, evaluates Perceptively evaluates Effectively evaluates Evaluates sources to: Interprets sources to Identifies some different
and draws conclusions sources to: sources to: analyse origins and identify different points interpretations.
about information from analyse origins and analyse origins and purpose of view, and their
Analysing and
historical sources to purpose origins and purposes.
interpreting
purpose draw conclusions about
answer inquiry draw conclusions about draw conclusions about their usefulness
questions. their usefulness their usefulness compare different points
Sections 4 & 6 including reliability including reliability of view.
and relevance and relevance
identify and analyse identify and analyse
different different
perspectives. perspectives.
Communicates in a Clearly and purposefully Effectively Communicates Communicates some Communicates
persuasive essay to communicates logical communicates valid historical arguments to historical arguments information and
support a hypothesis and valid historical historical arguments to support a hypothesis and historical terms. personal views about
using historical terms arguments from support a hypothesis using historical terms the Anzac legend using
Communicating
and concepts and different perspectives to using historical terms and concepts simple historical terms.
referenced information support a hypothesis and concepts appropriately.
identified in sources. using historical terms effectively.
Sections 6 & 7 and concepts
effectively.
Uses evidence that Uses evidence that Uses and Uses evidence from Uses some historical
correctly and correctly acknowledges acknowledges evidence historical sources. evidence.
consistently historical sources. from historical sources.
acknowledges a range
of historical sources.
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Appendix F OneSchool
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ACARA. (2014). How do you use NAPLAN data at a student level? Retrieved from:
https://www.youtube.com/watch?v=NHp_cucrDmk
Allen, J. R. (2005). Using the evidence of student achievement for improvements at individual, class
and school level. ACER Conference 2005.
Assessment Reform Group. (2003). The Roles of Teachers in the Assessment of Learning. Retrieved
from https://www.aaia.org.uk/content/uploads/2010/06/The-role-of-teachers-in-the-
assessment- of-learning.pdf
Berger, S. (n.d.). Differentiating Curriculum for Gifted Students. Retrieved from
Centre for Educational Research and Innovation (CERI). (n.d.). Assessment for Learning Formative
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Clarke, S. (2005). Formative Assessment in the Secondary Classroom. Abingdon, Hodder Murray
Dargusch, Joanne. (2017b). Week 3 - Aligning Assessment. Retrieved from CQUniversity e-courses,
EDSE14004 Assessment and Reporting in Secondary Schools, http://moodle.cqu.edu.au
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Erwin, T. (1991). Assessing Student Learning and Development: A Guide to the Principles, Goals,
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Kleeman, J. (2017). Ten Benefits of Quizzes and Tests in Educational Practice. Retrieved from
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Looney, A., Cumming, J., van Der Kleij, F., & Harris. K. (2017). Reconceptualising the role of
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Macquarie University. (2015). Evaluation: Providing Feedback for Student Learning. Retrieved
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provide_feedback/
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Martin, D. (2017). Lower Level Learners: Teaching Their Way. Retrieved from
http://teachinghistory.org/teaching-materials/ask-a-master-teacher/24111
Nestor, M. & Nestor, C. E. (2013) Alignment and Backward Design. Retrieved from:
https://www.youtube.com/watch?v=ZTv2HR2ckto
Stobart, G. (2006). Validity in formative assessment. In Gardner, J. (ed), Assessment and Learning.
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The University of Adelaide. (2014). Learning, Assessment and Constructive Alignment. Retrieved
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possibilities/change/curriculum/learning/
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