Evidence 1 & 2:
1: Marked Unit of Work & 2:Unit Moderation Report
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Evidence 1: Marked Unit of Work
Annotation:
‘Theatre for Young People’ (a unit I developed all assessment items and rubrics for, for Semester 2, 2019) focused on various modern and historical practitioners, characteristics and stylistic tools of Pantomime, Theatre for Children, Forum Theatre and theatre for social understanding and growth. I was able to enrich the unit greatly by adding my own deep knowledge of children's theatre, based on my professional appointments as an actress for multiple professional children productions, as a Captain Starlight for the Starlight Children's Foundation (working as a performer in the style of Distraction Therapy Theatre at Pediatric Hospitals) and as a professional actress for my ten years of service at Questacon. Students developed their theoretical understanding and then applied these to their four assessment tasks, specifically sequenced to facilitate Surface, Deep, Transfer learning with a strong comprehension of industry standard practices. Task #4 was a whole cohort, self devised Major work in the style of ‘Theatre for Young People’ to a live audience. This evidence contains Student Feedback, Feedback to Students, marked Rubrics and Assessment items and displays evidence of curriculum, assessment and reporting requirements.
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This artefact evidences my formative and summative assessment strategies to assess student learning (5.1) providing strong curriculum links and complying with assessment reporting (2.3). Through my included marked rubrics and student feedback, I demonstrate effective and appropriate feedback to students about their achievement relative to their learning goals (5.2). These tasks were designed with links to the curriculum, to set challenging and achievable learning goals for the students (3.1). The assessment tasks are an exemplar of how I have selected and organised content (2.2) into a well sequenced learning plan with structure (3.2). The richness of the tasks is evidenced through the student feedback in the Folio Task (Task 3). The Assessment items detail evidence my knowledge of 'Theatre for Young People', due to 20 years as a professional theatre maker, which I have applied to improve student learning (6.4). I have high level content knowledge and teaching strategies within this area as a result of this professional practice (2.1) which is evidenced by the tasks, comments and feedback, student feedback and moderation comments supplied. Assessments use a range of resources, including ICT, to engage students in their learning (3.4) and contain clear Literacy requirements (embedded in the instructions of Task 3: Folio) and technical operational Numeracy based tasks for lighting, sound and prop navigation (2.5) (Task 1 & 4). The feedback supplied in my student's folio task, about what they relished about the assessment (or found little extension or learning in) was used to modify this unit and deepen my range of tools to make this unit more accessible (5.4). This unit outline (the original task sheets and riubrics) provides an overview of the content and requirements for Year 11 Tertiary Drama unit: Theatre for Young People (Semester 2 2019). It gives students a detailed outline of assessment and curriculum links (2.3), moderation and drafting policies and; direction to access additional Information about assessment grade descriptors, moderation, calculation of scores, attendance, and matters related to the submission of assessment. This included details on expectations, declaration of original work, late penalties, notional zeros, cheating and appeals. This also stated the reporting requirements of the unit (2.2) which set explicit, challenging and achievable learning goals for all students (3.1) in a coherent and well sequenced learning program (as further evidenced by moderation feedback in section B). It evidences my compliance with legislative, administrative and organisational requirements (7.2) that meet professional ethics and responsibilities. (7.1)
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Evidence 2: Unit Moderation Report for Theatre For Young People 2019
(1.1, 1.2, 1.3, 1.5, 1.6, 3.6, 5.1, 5.3, 5.5, 6.3, 7.1, 7.2, 7.4)
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Annotation: The attached Moderation Report demonstrates my ability to make consistent and comparable judgements, participate in assessment moderation activities to support consistent and comparable judgements of student learning (5.3) and report on achievement (5.5). I contributed to collegial discussions and applied constructive feedback from colleagues to improve professional learning and practice (6.3) whilst complying with BSSS administrative and organisational requirements, policies and procedures (7.2). These expectations allow for unit evaluation/reflection to improve teaching programs (3.6). Moderation (which was conducted face to face, offering engagement with professional teaching networks (7.4)) states that tasks, sequences, rubrics and differentiation strategies through assessment choice, were designed with clear strategies to support student participation including differentiation strategies within assessment tasks (a variety of choices) which have allowed for specific learning needs across a range of abilities to be met (1.5). It states that I met my professional ethics and responsibilities pertaining to fair and well sequenced assessment and reporting (7.1). The Moderation feedback makes multiple statements that demonstrate an strong understanding of the social and intellectual characteristics of students (1.1) and how students learn (1.2) as well as the overall quality of unit and assessment design. This Feedback also provides evidence to my selection and use of resources through tasks sheets and assessment items. My summative assessment strategies were complimented regarding the breadth of student learning (5.1) and achievement. The moderator objectively states that the activities and tasks were engaging (2.1) and on the well organised unit of work (2.2) using knowledge of the curriculum and reporting requirements (2.3).
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