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Rubric reconstruction and and assessment for, as and of.

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Rubric reconstruction and and assessment for, as and of.

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The discussion with my colleague helped me reconstruct my rubric to allow for students to clearly see how much effort is required for different levels of achievement in the task. The discussion around different types of assessment was also clearly articulated and I feel made sure everyone was on the same page.

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To me, valid and fair assessment is a way I can provide all students in my class the opportunity to access the education that is personally achievable, through considering their needs and capabilities. Valid assessment also describes that my task is able to assess the Learning Goals set. For example, if I need to assess whether students can understand and apply safe laboratory procedures, I wouldn't get the students to complete a written piece on their favourtie Scientist and their contributions to society. I would set up an experiment where they can demonstrate this or provide written scenarios.

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Going back to my LAPs, task sheets, ACARA and the SACE website to validate my assessments.

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Going back to my LAPs, task sheets, ACARA and the SACE website to validate my assessments.

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Valid and fair assessment for me means providing the students with the opportunity to access an education that is accessible and achievable by catering for their needs and capabilities. Valid also means as an educator, I reflect on my teaching strategies, scaffolding, instruction and resources and measure their success through student understanding of the concepts and content taught.

# data[].attributes.subject
Valid and fair assessment for me means providing the students with the opportunity to access an education that is accessible and achievable by catering for their needs and capabilities. Valid also means as an educator, I reflect on my teaching strategies, scaffolding, instruction and resources and measure their success through student understanding of the concepts and content taught.

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I have looked over the SACE assessments I downloaded and realised I needed to re-design them using the 'fair' and 'valid' lenses.

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I have looked over the SACE assessments I downloaded and realised I needed to re-design them using the 'fair' and 'valid' lenses.

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I think 'fair assessment' means everyone in my class must be able to access what is needed i.e. language an EAL student can understand, scaffolding for students with special needs.

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I think 'fair assessment' means everyone in my class must be able to access what is needed i.e. language an EAL student can understand, scaffolding for students with special needs.

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'Valid' to me means I am assessing what I meant to i.e. a student's understanding of the concept, not how well they can read, comprehend a question or interpret a diagram.

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I thought this was articulated very well and helped in my understanding of how to assess.

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The session enabled me to discuss my Assessment and Rubric with colleagues and in turn opened up dialogue about how I could make minor alterations to ensure the engagement of diverse students. I really enjoyed this activity and have taken on the feedback.

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I immediately started to consider if what my task sheets were asking my students to do if I was actually providing activities etc. in class for them to develop and practice the skills in order to have success. Immediately have tweaked task sheets and some activities and will continue to do so. Great PD as it is something that directly relates to what I am doing and how I can improve.

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The session sincerely enabled me to think about the Rubric that I had prepared. After the session and discussion, I had made changes to the rubric. 

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The session sincerely enabled me to think about the Rubric that I had prepared. After the session and discussion, I had made changes to the rubric. 

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Discussion about assessment has highlighted issues with ACARA and the need for everyone to create their own assessment rubrics but not necessarily with a common thread.