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The term ‘assessment’ refers to the methods and tools that educationalists use to gauge the academic performance and skill acquisition of students (Glossary of Education Reform, 2015).
"Assessment starts with the content and concepts you teach (outcomes/content). In order to provide feedback we need to know what we are assessing and this will determine our feedback to students" (Zbaraki, 2015,p.73)

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Using Assessment and Evaluation Strategies to Support Students

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The amalgamation of ICT in education endorses autonomous and active learning. By providing a technology-enhanced environment, communication and collaboration between educators and students are heightened. The nature and extent of teaching and tuition in schools, results in the educational achievement of learners (Elmaifi, 2014).The ICT presented in the lesson plan achieves the level five ICT learning continuum competent; Investigating with ICT, locate, generate and access data and information (ACARA, 2012). The ICT element allows students to present subjective ideas and concepts using a presentation software such as PowerPoint to explain the poetic devices, and images created in the given text. Online software will be accessed via student laptops. However, students who do not have access to this will be given a school laptop for the lesson. The online presentation allows students to curate a powerful experience through literature, and furthermore allows learners to develop and analyse ideas with autonomy.

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Pedological framework models support educators in the design, development, and immersion of digital learning experiences. Technology integration models such as TPACK and SAMAR facilitate the enhancement of pedagogy and the achievement standards of all learners (Wagner & Russ, 2016).

The SAMAR model has four patent sequential stages: Substitution, Augmentation, Modification, and Redefinition (see model below).

₁  Substitution: When new technology devices are used. For example, a word processing device is used instead of a pen;

2. Augmentation: Acts as a direct tool for substitution. For example, a student uses Microsoft word;

3. Modification: The task itself is redefined and changed. For example, a student begins to use PowerPoint or Google slides;

4. Re-definition: When the task can include new technological components. For example, students could include a video created using iMovie and insert this video into their PowerPoint or Google slide.
Refer to SAMAR YouTube video for further information

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The substructure of this English lesson aims to increase literacy and linguistic awareness. The contextual language used within the poem encourages students to develop empathy and understanding of the world in which they live in and furthermore challenges students to think about the contrasting views in which their classrooms peers have. The poem analysis provided explores the cultural and historical traditions of the Aboriginal people and may spark curiosity within the students. This may be valuable when planning future lessons. A future lesson plan may involve researching Dreamtime stories online and examining how these stories create meaning.

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Questions to query when determining potency of assessment:

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Questions to query when determining potency of assessment:

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1. What are you assessing?

2. Does the assessment meet the Australian Curriculum Guidelines?

3. How can the assessment task engage students with learning goals?

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The English lesson for year eight is an exemplary extension from the introductory lesson of poetry. The lesson commences as a whole class activity. Through strategic questioning, a mind map will be created on the interactive whiteboard. This mind map acts as a review or summary of previous learning content. The educator will read the given text to the class and discuss some possible themes/ ideas in which may be present within the poem. The teacher will then ask students to analyse one stanza of the poem and present their ideas on PowerPoint. After completing this activity, students will be given a rubric to assess each other’s work and give written feedback based on the criteria identified in the rubric. The teacher will then have a class discussion about what students have learnt from this experience.

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The marking rubric allows students to assess their academic performance and enables students to take control of their  learning and assessment. The marking criteria presented, also acts as a reflective experience for the educator, and gives a clear indication of the topics in which need to be revised in future lessons.