Example assessment & marking criteria
Assessment type:
Learning portfolio
Subject:
EML110 English Curriculum: Understanding Language and Literacy
This subject introduces foundational concepts about language and literacy as sociocultural practices, and theories
and models of language acquisition and early literacy development. Students will explore contextual factors that
impact language and literacy development such as cultural and linguistic diversity, and the influence of globalisation
and new technologies on literacy teaching and learning. Students will critically engage with English Curriculum
documents to understand the intent and organisation of English through the strands of language, literacy and
literature. Students will develop core practices related to collecting, analysing and interpreting data in order to
understand children's early language and literacy experiences in a range of contexts. They will connect these
experiences to pedagogical approaches that support literacy learning in Years K-2.
On successful completion of this subject, students will be able to:
 demonstrate understanding of language and literacy as sociocultural practices
 critically analyse the role of literacy
 demonstrate understanding of first and second language acquisition and early literacy development
 understand pedagogical approaches to teaching
 understand language and literacy experiences
 understand the influence of cultural and linguistic diversity
 critically engage with English curriculum documents.
Subject learning
outcomes:
Assessment task:
Value:
Task description:
2: Understanding learners to teach literacy
60%
This task requires you to:
1. construct multimodal language and literacy profiles (800 - 1,000 words each) for two different children at
K-Year 2 (differences between the children could be based on cultural or linguistic background, or literacy
development), and
2. construct a learning action plan that identifies and describes possible learning steps for each child using
the National English Curriculum or the NSW K-10 English Syllabus (2011) for guidance.
The purpose of the profile is to detail each child's language and literacy experiences in and out of school. Profiles
will be based on information gathered in the classroom, playground and home, which is analysed in the light of
sociocultural theories and models of language and literacy development. The profile must take the form of a
multimodal text incorporating visual and/or auditory material as well as written text.
The learning action plan will identify and describe subsequent learning steps for each child, based on the analysis
of information gathered for the profile, and suggest appropriate activities for home and school contexts that would
support each child's ongoing literacy development.
In choosing children for this task, you could use children you know (your own, those of a friend or family member)
and/or children you don't know through a local school. In either case you will need to choose children that are
identifiably different in terms of their background or literacy development. You will need to establish a relationship
with the children's local school that you can visit over several weeks to gather the information needed for this
assessment task. Ideally both children will be in the same class, but this is not essential. The information gathered
may include observations of children participating in literacy activities in the classroom; discussions with children
about what, where, when they read and write, and their use of technologies; interviews with parents about language
and literacy activities in the home; collecting and analysing running records and writing samples from the classroom
teacher.
Rationale:
Ethical behaviour is very important for this task and support is provided through the subject materials. You will need
permission from the school and the children's parents/caregivers to gather the information required for this
assessment. You MUST have completed your Working with Children Certificate prior to this assessment task.
Knowing the learner is the first standard of the NSW BOSTES Professional Standards for Graduating Teachers, and
reflects the fact that teachers need to know the children that they teach if they are to be effective. Knowing the
learner requires teachers to engage with a range of information and to know about each child in the school and
home environments. This assignment practices the skills needed to gather and analyse information about language
and literacy that inform teachers' planning and pedagogical decision making. in this subject, the assignment meets
the following learning outcomes:
o critically engage with English Curriculum documents;
o analyse and interpret data to understand children’s language and literacy experiences and explain
how these influence learning;
o critically evaluate pedagogical approaches to teaching English language and literacy in Years K-2.
Marking criteria & standards of performance
Developed by Dr Jae Major
Marking criteria
Profiles include
descriptions of each
child's language and
literacy experiences
which are based on a
range of data, and use
appropriate,
professional language.
Description of each
child's language and
literacy experiences is
grounded in analysis of
data which reflects
understanding of sociocultural theories and
models of language and
literacy.
HD
Both profiles maintain a
consistently
professional standard
of language to describe
each child’s language
and literacy
experiences using
terms appropriate for
another teacher. More
than 5 sources of data
are explicitly referred
to.
All data is carefully and
thoroughly analysed.
The analysis
seamlessly integrates
and references
relevant language and
literacy theory and
models. A confident
understanding of these
theories and models is
apparent.
DI
Both profiles maintain a
consistently
professional standard
of language to describe
each child’s language
and literacy
experiences using
terms appropriate for
another teacher. More
than 5 sources of data
are explicitly referred
to.
All data is analysed
with some variation in
the level of depth and
care. The analysis
integrates relevant
language and literacy
theory and models,
with only minor lapses.
A confident
understanding of these
theories and models is
apparent.
CR
Both profiles use mostly
professional language;
however there may be
lapses in tone, choice of
language, clarity and
organisation. At least 3
sources of data are
referred to.
PS
Both profiles use some
professional language;
however this is not
consistent and there are
lapses in choice of
language, clarity and
organisation.
FL
One or both profiles are
incomplete, and use
inappropriate or
unprofessional
language. Insufficient
sources of data are
drawn on and explicitly
referred to.
Most data is analysed
with some lapses
towards describing.
There may be limited
depth in places. The
analysis/description
references some
relevant language and
literacy theory and
models. These are
treated discretely and
the connections
between the data,
theory and models may
be unclear.
Data is discussed with a
tendency to describe
rather than analyse. The
analysis/description
references some
relevant language and
literacy theory and
models, but there are
lapses or gaps in
understanding.
Limited use of data to
inform the profiles.
Lack of analysis or
clear description, and
links to language and
literacy theory and
models are not made,
or reveal significant
gaps in understanding.
Future learning steps for
each child link to the
analysis, relevant
curriculum/syllabus
documents and an
understanding of
pedagogical approaches
for teaching language
and literacy in Years K2.
There is tight and
consistent alignment
between future learning
steps, data analysis,
Syllabus outcomes and
pedagogical
approaches for both
children. Suggested
future learning is well
chosen and reflects an
understanding of home
and school contexts
and the role each plays
in literacy and
language learning.
Each profile includes the
use of multimodality and
meets acceptable
standards of academic
literacy, including APA
referencing.
Multimodal element(s)
are well integrated and
make a significant
contribution to the
overall impact and
understanding of the
information in the
profiles.
High level of accuracy
and control in
articulation of ideas.
Logical and coherent
text structure.
Sustained evidence of
correct citation and
referencing.
There is clear and
explicit alignment (with
only minor lapses)
between future learning
steps, data analysis,
Syllabus outcomes and
pedagogical
approaches for both
children. Suggested
future learning is
appropriate and
reflects an
understanding of home
and school contexts
and the role each plays
in literacy and
language learning.
Multimodal element(s)
are mostly integrated
and contribute to the
overall impact and
understanding of the
information in the
profiles. High level of
accuracy and control in
articulation of ideas.
Logical and coherent
text structure.
Consistent approach to
citation and
referencing.
There is alignment
(which may lack clarity)
between future learning
steps, data analysis,
Syllabus outcomes and
pedagogical approaches
for both children.
Suggestions are
relevant and appropriate
for the age level and
consider both home and
school contexts.
There is alignment
(which may lack clarity)
between future learning
steps and some of the
factors of data analysis,
Syllabus outcomes and
pedagogical
approaches.
Suggestions are mostly
relevant and appropriate
for the age level and
consider both home and
school contexts. The
quality of suggested
learning is not sustained
across both children.
Future earning steps
are not included or are
incomplete. There is a
lack of clear alignment
between future learning
steps, data analysis,
Syllabus outcomes and
pedagogical
approaches.
Suggested learning
steps are inappropriate
and do not address
both home and school
contexts.
Attempts are made to
integrate multimodal
element(s). These
elements make some
contribution to the
information and detail of
the profiles. Ideas are
clearly articulated using
accurate sentence
structure. Text structure
is clearly organised.
Consistent approach to
citation and referencing
with few errors.
Multimodal element(s)
are discrete but add
some further useful
detail or information to
the profiles. Lack of
clarity in places. Text
structure may lack clear
organisation. Minor
spelling, punctuation or
grammatical errors.
Mostly consistent
approach to citation and
referencing with few
errors.
There is no multimodal
element, or it is
irrelevant and does not
add to the information
in the profiles. Lack of
clarity that impedes
understanding of ideas.
Significant number of
spelling, punctuation or
grammatical errors per
page. Text structure
lacks appropriate
organisation.
Inadequate citation and
referencing