The 2019 ETA Conference emphasis the progression of 'Passion to Practice', which covers a range of conceptual pedagogies for their implementation in the English classroom.This particular session was borne of consideration pertaining to Outcome 9 in the NSW Senior English syllabus and the new HSC specifications rolled out by NESA in the past 18 months.
Extract: With the arrival of the new HSC specifications for Stage 6, the time has never been better for examining new approaches to essay writing that take students away from the stress and anxiety of formal exam settings. In this presentation we will cover how peer editing, conferencing, annotation, and Assessment as Learning can be used to build both confidence and valuable writing skills in senior English students. Teachers will also be given access to a variety of materials that can be adapted to their own classrooms and a number of Year 11 and 12 modules.
Here is the presentation, which covers multimodal assessment, peer editing, conferencing, lexical density testing, feedback (or analytical) criteria, and dynamic assessment.
(I'll add here, as it's as good a place as any, that none of this is really 'new' - it's just new in the sense that these approaches provide alternatives to commonplace formalised assessment strategies that require stripping back in light of the new HSC specifications).
Here are the resources that go with the presentation:
Thanks!
Thank you so much for your presentation at the ETA conference. I left with an abundance of ideas which I'll share with my faculty. I seemed to have picked great complementary sessions to yours and now will spend my (one-day!) weekend melding the ideas. Very grateful for your generous sharing of ideas and resources.
ReplyDeleteNo worries, glad it was helpful!
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ReplyDeleteHi Luke,
ReplyDeleteThis assessment is wonderful and really allows students to deeply understand and interact with the role of author in textual construction and engages them more authentically with the conversations taking place.
A question: when you are marking the tasks, do you use the holistic criteria for both aspects of the task and then also mark the students' presentations with the more specific analytical criteria? Or do you use one or the other for the presentation aspect?
I prefer to use analytical when marking their presentations. To be honest, there's no real benefit with using holistic criteria as far as student feedback is concerned.
DeleteThanks so much for this Luke - your generosity is much appreciated.
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