Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 123

Lynch, Smith, Howarth
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Spontaneous awards used by the teacher chiefly
to motivate and encourage student-learning
improvement. Learning situations
encouragement.
Objective national reports that provide
comparative data to parents and schools using
sample test information gathered on a set day in a
given school year. Applicable to Years 3, 5, 7 and
9 and focused to aspects of literacy and numeracy. Enables student performance comparisons (like schools) to
be made and to benchmark school, classroom and individual
student learning performance.
School
report
cards
Parent/ teacher
interviews Formal reports compiled by classroom teachers
based on judgments they make about the extent
of achievement by each student of defined
learning outcomes in the classroom curriculum. A
standard ‘A to E’ reporting framework used. Legislative requirement that provides a formal means through
which the teacher reports the learning progress of each
student in his or her classroom.
Statements
attainment Formal reports compiled by classroom teachers
based on judgments they make about the extent
of achievement by each student of defined
learning outcomes in the classroom curriculum
using established benchmarks and performance
norms.
Award
ceremonies/
certificates
"Student of the
week" processes /
events
Individual
achievement
awards in a given
area
Teacher praise or
advice
on
progress
National Reports:
NAPLAN
of
Checklists
Criteria
based
feedback sheets
Formative reports providing criterion based
learning performance feedback to students at
junctures according to and in reference to an
assessment regime.
requiring
student
motivation
or
School and classroom performance evidence for teacher
professional growth and development.
Meet and forge a learning partnership with parents and carers.
Legislative requirement that provides a formal means through
which the teacher reports the learning progress of each
student in their classroom using learning performance criteria.
School and classroom performance evidence for teacher
professional growth and development.
Formative reporting in classrooms
Benchmark student performance
Reviewing/ benchmarking classroom student performance
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Feedback –oral or
written
Specialist
reports: Guidance
officer reports,
Diagnostic
reports
Formative
reports
providing
learning
performance feedback to students at junctures
according to and in reference to an assessment
regime using teacher judgments. Subjective
information if not completed in reference to
assessment criteria.
Formal reports compiled by specialist
teachers/professionals based on defined learning
outcomes and established benchmarks and
performance norms.
School and classroom performance evidence for teacher
professional growth and development.
Learning situations requiring student motivation or
encouragement.
Formative reporting situations in classrooms
Learning diagnostic situations focused on individual student’s
learning progress.
Severe to moderate learning failure.
For a more detailed understanding of feedback we recommend reading:
Marzano, R.J. (2006). Classroom Assessment and Grading that Works. Alexandria. Virginia: ASCD
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