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TEP: TEACHING EXCELLENCE PROGRAM

PROBLEM OF PRACTISE

“How can I assess students for reports in a way that doesn’t destroy the confidence I have worked so hard to build?”

Inquiry 1: Self-Assessment as a Tool to Build Confidence

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Some Context…..

Grade 5/6 students at Brunswick North West Primary
Indonesian – one hour a week
Missed lot’s middle school due to covid
The Inquiry had to be done over 2-4 lessons.
Term 2
Fortune-telling

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SELF-ASSESSMENT TOOL

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Focussing on Progress

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Assessing confidence before and immediately after self assessment

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RESULTS

9.3% increase in confidence levels

32% of students increased confidence

Students reported liking the self assessment tool and wanted to use one again next semester

Students were overwhelmingly honest in their self assessments

Mean overall lift in confidence scores of 9.3%
32% of students recorded an increase in confidence score of more than one point. There was not one particular type of student that was more likely to show an increase in confidence score. Students from a range of initial scores and achievement levels were all part of the group that increased their confidence score. The average increase in confidence score for the group that did see a lift in confidence is 18.8%
The largest single increase in a confidence score was 8 (33.3% ).
4% of students recorded a decline in confidence but that represented only one student of the 25 students studied and the decline was only by 2 points from an extremely high level of confidence to a very high level. As such there is no reliable evidence that the tool is likely to cause a decrease in confidence.

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MOVING FORWARD

Students wanted to use this form of assessment again

Could be improved by introducing goals earlier - keeping them visible and keeping track of progress during the semester

Explicitly teach benefits of language learning

Experience short term benifits

Mean overall lift in confidence scores of 9.3%
32% of students recorded an increase in confidence score of more than one point. There was not one particular type of student that was more likely to show an increase in confidence score. Students from a range of initial scores and achievement levels were all part of the group that increased their confidence score. The average increase in confidence score for the group that did see a lift in confidence is 18.8%
The largest single increase in a confidence score was 8 (33.3% ).
4% of students recorded a decline in confidence but that represented only one student of the 25 students studied and the decline was only by 2 points from an extremely high level of confidence to a very high level. As such there is no reliable evidence that the tool is likely to cause a decrease in confidence.

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INQUIRY 2: Targeting unengaged students

FROM “AS GOOD AS GOLD” John Hattie:

"What is important is not the testing itself but the way that it is incorporated into the cycle of challenging goals to support learners in unlocking the skill, will, and thrill to learn.”

Using Self-assessment Tools To Enhance Student Confidence and Engagement

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THE USUAL TOOLKIT

Explicitly teaching the benefits of language learning

Neurological benefits
Communication skills – inter cultural sensitivity
Global citizenship

Providing lots of opportunity for

Socialisation
Creativity
Agency
Humour

UNIT: CULTURAL FLUENCY – task, produce a mini movie for 11-15 year olds that are fluent speakers of Indonesian but have no cultural fluency. Use humour and a cultural advisor to high light the cultural lessons in your mini-movie.

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KEEPING GOALS VISIBLE

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MAKING PROGRESS VISIBLE

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RESULTS – Improvement in Effort

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RESULTS – Improvement in Confidence

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Summary

Self- assessment tools were created

student goals were made visible

Students referred to goals regularly to build their skillset

Self-assessment tools were used for formative and summative purposes.

Different types of feedback supported this process

The results were extremely encouraging with increased engagement and student agency.

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Kasenya.grant@education.vic.gov.au

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FUN WITH FUNCTIONAL LANGUAGE

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FUN WITH FUNCTIONAL LANGUAGE

Foundation (explicit)

sit
line up
Look
Listen
Quiet
Make a circle

equipment

Junior (moving from implicit to explicit)

Write
Draw
Cut
Paste
Fold
Answer

Questions
CAN

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SAYA BISA!�I can!

Combine prior knowledge with SAYA BISA…

Remember what we know we can do – “Simon berkata…

Saya bisa jawab pertanyaan! (I can answer questions)

How’s the weather today?
How are you?
What’s up?

Saya sakit game

Zones of regulation

Hot and cold game

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Panas

sejuk

hangat

dingin

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ZONES OF REGULATION

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sedih

sakit

Capeh

bosan

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BOOKLET: Five pages over 10 lessons

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Some of the ‘doing’ we did

Papan tulis (white boards)

Things we can do
Writing or drawing classroom equipment

Rock scissors paper
Boleh minta game
Folding a traditional headdress
Cut and paste things we can do with our hands
Making kites

CHARADES

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Term 4 – Saya bisa nyani dan berdansa

Body parts
Prepositions
Children’s songs
Traditional dance and music
Making dance props
Contemporary music
Hokey Pokey
Twister

Finish year creating own dances