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Queensland University of Technology *

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455

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Business

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Jun 1, 2024

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EUB445 - Assessment 2 Page 1 of 6 ASSESSMENT TASK INFORMATION: EUB445 Professional Experience: Transition to Professional Practice Assessment 2 - Reflection on Practice This document provides you with information about the requirements for your assessment. Detailed instructions and resources are included for completing the task. The Criterion Reference Assessment (CRA) Rubric that markers use to grade the assessment task is included. Task overview Assessment name Reflection on Practice Task description This assessment requires you to create two 400-word 4Rs reflective submissions with accompanying annotated artefacts such as lesson plans, data collection or student work samples. The reflections will focus upon the teaching, learning and assessment cycle undertaken on the final placement and will be aligned with the Australian Professional Standards for Teachers. This is an authentic assessment because you are using experiences, data and documents drawn from professional experience and you are undertaking reflections and professional conversations that teachers in real world practice also engage with. You will receive feedback on your critical reflection skills. This task will assess your: 1. Knowledge of the Graduate Australian Professional Standards for Teachers. 2. Application of the Graduate Australian Professional Standards for Teachers. 3. Understanding of evidence that supports your achievement of the Graduate Australian Professional Standards for Teachers. Due Date Tuesday 28 th May 2024 Submitted via Canvas by 11:59 pm.

EUB445 - Assessment 2 Page 2 of 6 Task snapshot Length 2 x 400 (approx.) word reflections +/-10% Word length includes in-text referencing and excludes your reference list and aretfacts in your appendix. Weighting 0% You must receive a passing grade (satisfactory) on this task and a satisfactory final PEx report to successfully pass this unit. Individual or Group Individual Formative or Summative Summative How will I be assessed Rubric (SAT / UNSAT) Learning outcomes measured Course Learning Outcomes (CLOs) • Reflect critically on the ways in which educational theory and contemporary research informs and impacts on your teaching practices. (Relates to CLO 2; APST 1.1, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 5.1, 5.2, 5.3, 5.4, 5.5) • Engage in professional dialogues and reflection on your practice to support your ongoing professional learning through collaboration with teaching professionals, peers, partners/carers and the broader community. (Relates to CLO 6; APST 6.1, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4) • Demonstrate professional communication through articulation of your teaching performance and how you positively impact on learners. (Relates to CLO 9; APST 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 7.1, 7.2, 7.3, 7.4) The assessment is related directly to Australian Professional Standards for Teachers (APSTs) - 6.1, 6.3, 6.4, 7.1 (please see https://www.aitsl.edu.au/teach/standards for further information on these standards).

EUB445 - Assessment 2 Page 3 of 6 Submission information What you need to do • Based on your professional experience you will write 2 x 400-word reflections which are structured using the 4Rs framework. Your reflections will focus on the following two topics: • Reflection 1: Setting expectations o For this topic, you will reflect on a specific occasion when you established shared expectations with your class. This reflection may focus on behaviour expectations; learning expectations, in indoor and outdoor environments; and/or routine/procedure expectations e.g., raising hands, moving around the classroom, entering the classroom after breaks, etc. Annotated artefacts that may support this reflection include observations, lesson plans, daily evaluations/reflections, and/or written feedback from supervising teacher. • Reflection 2: Selecting and using effective teaching strategies o For this topic, you will reflect on a specific occasion when you selected and used particular teaching strategies (e.g., collaborative learning, play-based learning, direct instruction, etc.) to meet the needs of your students. This reflection may focus on how you responded to the needs of specific student/s or the whole class. Annotated artefacts that may support this reflection include observations, lesson plans, daily evaluations/reflections, and/or written feedback from supervising teacher. • For each reflection topic, you will select a specific and relevant event, incident, or issue from your professional experience placement and annotate at least two accompanying artefacts per reflection. • The annotated artefacts will provide context about the event, incident, or issue and the purpose of the annotations is to make connections between your teaching practice, beliefs, and knowledge of the APST, theory, and literature. • The Criterion Reference Assessment (CRA) Rubric that markers use to grade the assessment task is included in the assessment template. Please use the rubric as a self-assessment tool when working on the assessment task. Please note: For the purposes of this task, the school name, teachers’ names and students’ names should not be used . Please use pseudonyms such as Student A or Student B when describing the incident or issue. Resources available to complete task • The Australian Professional Standards for Teachers – Graduate level • Lectures and workshop materials • Unit Textbook: Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., Shaw, K. (2019). Teaching Making A Difference. John Wiley & Sons. • QUT cite|write – APA guide What you need to submit You will submit the two reflections using the cover sheet template. You are required to submit one Adobe PDF document or Microsoft Word document.

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EUB445 - Assessment 2 Page 4 of 6 Moderation All staff who are assessing your work meet to discuss and compare their judgements before marks or grades are finalised. Academic Integrity As a student of the QUT academic community, you are asked to work to uphold the principles of academic integrity during your course of study. QUT sets expectations and responsibilities of students, more specifically it states that students “adopt an ethica l approach to academic work and assessment in accordance with this policy and the Student Code of Conduct. E/2.1 (MOPP C/5.3 Academic Integrity). At university, students are expected to demonstrate their own understanding and thinking using the ideas provided by ‘others’ to support and inform their work, always making due acknowledgement to the source. While we encourage peer learning, it is not appropriate to share assignments with other students unless your assessment piece has been stated as being a group assignment. If you do share your assignment with another student, and they copy part of or all of your assignment for their submission, this is considered collusion and you may also be reported for academic misconduct. If you are unsure and need further information you can find this at http://www.mopp.qut.edu.au/C/C_05_03.jsp#C_05_03.03.mdoc .

EUB445 - Assessment 2 Page 5 of 6 EUB445 | PEx: Transition to Professional Practice | Assessment Task 2 | Rubric Criteria Satisfactory (1 mark) Unsatisfactory (0 marks) In your reflection, you have: More evidence is needed to: Criterion 1: Report, respond and relate Reflect critically on the ways in which educational theory and contemporary research informs and impacts on your teaching practices. (Relates to CLO 2) Demonstrate professional communication through articulation of your teaching performance and how you positively impact on learners. (Relates to CLO 9) Described an appropriate event that is relevant to the required reflection topic. Identified a focus issue for your reflection, supported by your own questions or opinion statements. Explained why the topic/issue is relevant to you as a beginning teacher. Connected and related the issue to your skills, knowledge, beliefs, and experiences. Identify and discuss the topic/issue of your reflection to support your own questions and opinion statement. Explain why the topic/issue is relevant. Connect the topic/issue with your own beliefs of how the topic/issue relates to your skills, knowledge, beliefs, and experiences and how these may impact you as a graduate teacher. Criterion 2: Reason Reflect critically on the ways in which educational theory and contemporary research informs and impacts on your teaching practices. (Relates to CLO 2) Explained why the topic/issue is important. Used multiple scholarly references to educational theory, contemporary research, and the APSTs in your explanation. Explain and justify the potential factors underlying the topic/issue and used literature/theory or APST to support your reasons. Identify the importance of the topic/issue and use multiple scholarly sources of literature/theory and APSTs to support this reasoning. Criterion 3: Reconstruct Reflect critically on the ways in which educational theory and contemporary research informs and impacts on your teaching practices. (Relates to CLO 2) Engage in professional dialogues and reflection on your practice to support your ongoing professional learning through collaboration with teaching professionals, peers, partners/carers and the broader community. (Relates to CLO 6) Explained how your experiences and assumptions with the topic/issue will inform your future practice. Used references to educational theory, contemporary research, or the APSTs in your explanation. Identify assumptions and explore options or implications for future practices related to the topic/issue. Show use of literature and/or theory to support future practices.

EUB445 - Assessment 2 Page 6 of 6 Criterion 4: Support with evidence and annotations Reflect critically on the ways in which educational theory and contemporary research informs and impacts on your teaching practices. (Relates to CLO 2) Engage in professional dialogues and reflection on your practice to support your ongoing professional learning through collaboration with teaching professionals, peers, partners/carers and the broader community. (Relates to CLO 6) Collected and interpreted appropriate data and evidence relevant to the issue. Provided a rationale for practice that is supported by educational theory, contemporary literature, and the APSTs . Annotated with reference to your skills and knowledge about teaching and learning. Demonstrate you have collected and interpreted appropriate data and evidence on the topic/issue. Show annotations referring to your skills and knowledge about teaching and learning. Show use of literature and APSTs to support your annotations. Criterion 5: Professional communication Demonstrate professional communication through articulation of your teaching performance and how you positively impact on learners. (Relates to CLO 9) Written in a professional manner (inc. APA 7, minimal spelling, grammar, or syntax errors per page of writing). Used deidentified data. Used appropriate vocabulary. Used logical coherence and communication suitable for education contexts. Produce professional writing (inc. APA 7, minimal spelling, grammar, or syntax errors per page of writing). Deidentify data. Show use of appropriate vocabulary. Demonstrate logical coherence and communication suitable for education contexts. Notes on how marks are awarded: • Each reflection is marked individually out of 5, with one mark available for each criterion. • For each criterion: o If your response meets the Satisfactory descriptor, you will be awarded one mark. ▪ You must address all areas of the criterion descriptors to be awarded the mark. o If your response meets the Unsatisfactory descriptor, you will be awarded no mark. • You must receive 5 marks in both reflections to achieve an overall Satisfactory result: o Satisfactory = 5 marks o Unsatisfactory = 0-4 marks • This rubric is designed to be read in conjunction with the assessment task description.

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