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Differentiation Tiered Lesson Marking Guide

This document provides an assessment guide for a tiered lesson plan assignment. It outlines the key components that will be evaluated, including context/explanation, learning objectives, essential questions, differentiation by readiness, and assessment. For each component, it lists the indicators of exemplary work and the maximum points possible. The student, Amy Hawkins, received high marks across most components. The assessor provided positive feedback, praising the tiering of activities, supports, and flexibility in her lesson plan. An overall score of 29/30 was given, equivalent to a High Distinction.

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Amy Louise Hawkins
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
60 views

Differentiation Tiered Lesson Marking Guide

This document provides an assessment guide for a tiered lesson plan assignment. It outlines the key components that will be evaluated, including context/explanation, learning objectives, essential questions, differentiation by readiness, and assessment. For each component, it lists the indicators of exemplary work and the maximum points possible. The student, Amy Hawkins, received high marks across most components. The assessor provided positive feedback, praising the tiering of activities, supports, and flexibility in her lesson plan. An overall score of 29/30 was given, equivalent to a High Distinction.

Uploaded by

Amy Louise Hawkins
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Assessment Guide* for Assignment 1: Tiered Lesson

EDUC9406 (Master of Teaching)


*Please note that assessment guide should be read in conjunction with the general grading indicators described in the Flinders University Assessment policy.

Student Name: Amy Hawkins


Component Indicators of exemplary work Points
Context and R Year level audience, curriculum (learning) area and lesson topic are specified.
explanation R The lesson addresses a topic and content that is significant in the context of the broader discipline; the author has 4/4
provided a clear statement about the nature of the broader unit into which this lesson fits, and the sequence of the
lesson within that unit.
R The lesson plan includes a clear sequence describing what the teacher and students will be doing throughout the
lesson, including how concepts will be introduced and how you students are provided with a sense of “closure” (a
chance to reflect upon and consolidate their learning) at the end of the learning tasks. There is more scope to explain
what the teacher is doing throughout the lesson.
R Notes and explanations make very clear the author’s thinking in relation to decisions about instructional strategies,
resources, grouping, assessment and/or management considerations.
R The author’s explanations demonstrate a strong understanding of key principles of effective differentiation, and of
the purpose and application of tiering as one strategy for differentiating by readiness.
R All resources required to teach the lesson are included.
R The author’s explanations are well written, with attention to grammar and spelling, and supported by appropriate
references to the readings and/or topic materials. While other resources may be cited, it is expected the topic readings
and materials, including required and recommended readings, will strongly guide students’ explanation and rationale.
Errors are highlighted in the text, in pink.

Learning R Objectives are clear for what students should know, understand and be able to do as a result of participation in the
Objectives lesson/ unit. 5/6
R Objectives for what students should understand represent conceptual knowledge or ‘big ideas’ that help students
see the meaning behind the facts, are transferable, and have application and relevance beyond the classroom. They
answer questions such as: “So what?” “Why?” or “How does it work?” and where relevant, “unpack” concepts or
explain the relationships between multiple concepts. One understanding is more accurate that the other, however.
R Objectives for what students should know include important factual information and may include key terms related
to the topic and/or discipline. Where appropriate, the author has also identified advanced or more technical
terminology related to the content and more foundational or prerequisite vocabulary terms.
R Objectives for what students should be able to do include important skills or processes that will be assessed, and
not simply a list of lesson activities or any skills vaguely related to the lesson.
R There is a sense of alignment between the knowledge, understanding and skill objectives.
R Reference is made to the Australian Curriculum or other sources (e.g., IB framework), so that it is clear how specific
Assessment Guide* for Assignment 1: Tiered Lesson
EDUC9406 (Master of Teaching)
*Please note that assessment guide should be read in conjunction with the general grading indicators described in the Flinders University Assessment policy.

objectives have been selected, adapted and/or supplemented from the general curriculum framework.
Essential R Essential questions are open-ended, provocative, and clearly designed to hook students’ attention and focus their
Questions thinking on the understandings or “big ideas” for the lesson (that is, considering how to answer the essential questions 2/2
is likely to lead students to the big ideas/ understandings).

Differentiation R The lesson includes at least one “tiered” activity, in which two or more layers of a common task are provided to
by readiness address different levels of student readiness. 12/12
R It is clear how all “tiers” and any other lesson activities are tied to the lesson objectives, including the big idea/s or
understanding/s, and are designed to address one or more aspects of student readiness.
R The lesson is designed so that all students are likely to work at appropriate levels of challenge.
R The lesson is designed so that that all students are likely to receive appropriate support to access high quality
curriculum.
R Different versions or tiers of the task are likely to appear equally engaging or interesting to students (respectful
tasks).
This is the strength of your lesson plan.
Assessment R It is clear how the assignment of individual students to the various “tiers” is based on assessment data, rather than
the teacher’s assumptions about what students already know or can do. 6/6
R Where appropriate, a copy is included of the assessment task used to preassess students’ readiness in relation to
the tiered lesson.
R The preassessment of students’ readiness is closely aligned with the lesson objectives and the specific learning
tasks, rather than being a very general assessment.
R Copies of other assessment tasks used in the lesson are included as appropriate (e.g., assessment of mastery or
learning used at the end of the lesson, copies of an exit card used to check for understanding, copy of criteria sheet,
checklist or rubric used to evaluate student work in the lesson to ensure they have met the objectives).
The use of assessment is excellent, both pre-assessment and ongoing.
This is an excellent lesson plan and rationale, Amy. Your tiering of the activity is great, with appropriate supports and Total:
also flexibility. High Distinction.
29/30

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