Learning tasks P - 10 | Mrc Curriculum

Learning Tasks

COMMON ASSESSMENT TASKS | Prep - 10

At Mount Ridley P-12 College, Learning Tasks or Common Assessment Tasks are an important assessment tool that gives student, parent and teacher information and feedback on how the learning is tracking at the snapshot in time. Learning Tasks are consistent assessment tasks used across year levels and subjects and are designed to assess student learning across multiple levels of the Victorian Curriculum.

From Prep to Year 10 there will be:

Any questions relating to the content, layout or marks of Learning Tasks are to be directed to your relevant Learning Area Co-ordinator or Director of Teaching Practice and Curriculum Programs

For every Learning Task, you are required to complete the following:

Please use the following guidelines to produce these comments. These comments will be written in paragraphs, NOT dot points.

The comments from the learning task will appear on the semester report. Once a learning task is completed by students, staff have a two-week window to upload the grade, teacher feedback and areas for improvement to the learning task on Compass. This information becomes immediately visible to parents and students.

LEARNING TASK COMMENTS | What to write

TEACHER FEEDBACK

Comments in this section are student-centred and must report on the student’s progress and achievement on the Learning Task. They are not intended to comment on what teachers have taught or what the subject content or activities were.
There is no comment to be made about student ‘failure’ or not meeting the Victorian Curriculum standards. Rather, comments should come from the Learning Task rubrics and assessment criteria and mention the sequence of learning achieved.

In this section, there must be a reference to some, or all, of the following learning behaviours that have helped the student achieve their learning outcomes:

AREAS FOR IMPROVEMENT

Comments in this section are student-centred and must report on students’ areas for continued growth and improvement. There is no comment to be made about student ‘failure’ or not meeting the Victorian Curriculum standards.

Rather, comments should come from the Learning Tasks rubrics and assessment criteria and mention the sequence of learning achieved. The areas for improvement comment should focus on how the student will achieve the skills, concepts or knowledge they need, teachers should adapt any comments they need to make it clear.

In this section, there must be a reference to some, or all, of the following learning behaviours that would help the student to have continued growth in this area of learning:

Teacher feedback example

Anna Marie's results for this assessment task have demonstrated an understanding of narrative structure through the key knowledge and key skills of characterisation, context, plot and literary devices. Anna Marie is familiar with the structure of narratives and, through her piece, successfully demonstrated writing techniques such as complication of plot, climax and resolution. Anna Marie was successful in establishing positive learning behaviours including working on open-ended tasks; attempting all set tasks, and collaborating with others.

Areas for improvement example

In order to further develop her skills and knowledge, Anna Marie needs to continue to develop her essay writing skills in preparation for next semester. She must work to ensure she has a good understanding of essay structure and the use of the TEEL. It is essential that Anna Marie improves her ability to formulate an argument in response to a topic and order her thoughts through the use of an essay plan. Anna Marie also needs to improve her organisational skills if she wishes to maximise her learning potential. She must ensure that she makes regular use of her diary to keep track of due dates for assignments and homework and ensure she brings the required materials to class.

LEARNING TASK COMMENTS | What not to write

Do not include grades such as percentages or grades out of a number. These are reflected in the grade for the learning task and should not be in the comments.

✖ 10/10
✖ Remy has achieved 58%

Comments about the student's behaviour that don't impact learning

✖ "Scott is often rude in class"
✖ "Jean is a pleasure to teach!"

Comments about yourself or what you have taught

✖ "I am disappointed with Lorna."
✖ "I have taught students how to write essays."

Comments about the student that don’t reflect learning achievement or work ethic

✖ "Hank enjoyed working on this assignment."
✖ "Warren is a good/bad student."

Provocative statements

✖ "He has wasted my/his time this semester"

Instead, use professional language – "Bobby needs to improve his time management strategies"

Completion of tasks

✖ "Ororo has completed the outcome for this unit"

Instead, comment on demonstrated ability – "Ororo’s creative writing piece demonstrated her understanding of narrative progression, plot, climax and resolution."

✖ "Logan is always well-behaved in class and completes all tasks and activities on time. He has been working on a unit 'Medieval Society' which aims to show how society has changed over time. Students were given information about each society and had to arrange it in a table. Logan met the outcomes for this assignment and seemed to enjoy the topic. Overall, Logan is a hard worker, an excellent student and a pleasure to teach!"

IF A STUDENT DOES NOT COMPLETE A LEARNING TASK

They should be given a 0% (unless they were not enrolled at the College when the task was undertaken, in this case, they should not be enrolled in the learning task).

Feedback comments should reflect their learning throughout the unit. While areas for improvement should reflect ways the student can rectify this.

If a student is moved to a different class
They will receive scores and feedback from the teacher they completed the task with. With ongoing reporting, the staff member who had the student during their Learning Task will complete the assessment for that student. All future Learning tasks will be completed by the student’s new teacher.

Example
If Task 1 and 2 were completed with Teacher A, then Teacher A completes those learning tasks. If Task 3 was completed with Teacher B, then Teacher B will complete that learning task. The two staff members will then collaborate to make an accurate judgement on the students end of semester progression point.

Note: All learning tasks will be on both staff members' Compass. Do not delete any of the learning tasks as this will delete it across everything.

ACCESSING LEARNING TASKS ON COMPASS

Learning Tasks

COMMON ASSESSMENT TASKS | Prep - 10

at least 3 Learning Tasks per semester for subjects that students attend for three or more hours per week.

at least 1 Learning Task per term for subjects that students attend for only two hours per week.

Any questions relating to the content, layout or marks of Learning Tasks are to be directed to your relevant Learning Area Co-ordinator or Director of Teaching Practice and Curriculum Programs

For every Learning Task, you are required to complete the following:

Grading: % score

Teacher feedback: Student Achievement comment

Area for Improvement comment

Please use the following guidelines to produce these comments. These comments will be written in paragraphs, NOT dot points.

LEARNING TASK COMMENTS | What to write

TEACHER FEEDBACK

In this section, there must be a reference to some, or all, of the following learning behaviours that have helped the student achieve their learning outcomes:

Accepts responsibility

Actively participates in learning activities

Has a positive attitude towards learning

Considerate of others and their property

Works independently

AREAS FOR IMPROVEMENT

Comments in this section are student-centred and must report on students’ areas for continued growth and improvement. There is no comment to be made about student ‘failure’ or not meeting the Victorian Curriculum standards.

In this section, there must be a reference to some, or all, of the following learning behaviours that would help the student to have continued growth in this area of learning:

Accepts responsibility

Actively participates in learning activities

Has a positive attitude towards learning

Considerate of others and their property

Works independently

Teacher feedback example

Areas for improvement example

LEARNING TASK COMMENTS | What not to write

Do not include grades such as percentages or grades out of a number. These are reflected in the grade for the learning task and should not be in the comments.

✖ 10/10 ✖ Remy has achieved 58%

Comments about the student's behaviour that don't impact learning

✖ "Scott is often rude in class" ✖ "Jean is a pleasure to teach!"

Comments about yourself or what you have taught

✖ "I am disappointed with Lorna." ✖ "I have taught students how to write essays."

Comments about the student that don’t reflect learning achievement or work ethic

✖ "Hank enjoyed working on this assignment." ✖ "Warren is a good/bad student."

Provocative statements

✖ "He has wasted my/his time this semester" Instead, use professional language – "Bobby needs to improve his time management strategies"

Completion of tasks

✖ "Ororo has completed the outcome for this unit" Instead, comment on demonstrated ability – "Ororo’s creative writing piece demonstrated her understanding of narrative progression, plot, climax and resolution."

IF A STUDENT DOES NOT COMPLETE A LEARNING TASK

ACCESSING LEARNING TASKS ON COMPASS

✖ 10/10
✖ Remy has achieved 58%

✖ "Scott is often rude in class"
✖ "Jean is a pleasure to teach!"

✖ "I am disappointed with Lorna."
✖ "I have taught students how to write essays."

✖ "Hank enjoyed working on this assignment."
✖ "Warren is a good/bad student."

✖ "He has wasted my/his time this semester"

Instead, use professional language – "Bobby needs to improve his time management strategies"

✖ "Ororo has completed the outcome for this unit"

Instead, comment on demonstrated ability – "Ororo’s creative writing piece demonstrated her understanding of narrative progression, plot, climax and resolution."