Task/ Assignment Record (2024-25)

Name: Noor Amjad Branch: O level Canal Campus

Email: [email protected]

Undertaking
I

hereby solemnly affirm that the work being submitted is the result of my
personal
classroom experience and knowledge. All sources of ideas have been duly

Signature:

Task/ Assignment No:

Scheduled Date of Submission. / Resubmission:

Submission / Resubmission Date:

Foundation Course Cohort 5 – 2024-25

1|Page

Table of contents
1. Introduction Page no. 2

2. Achievement of Learning Objectives Page no. 2

3. Errors and Constructive Feedback Page no. 3

4. Reflection on Importance of Assessment and Effective Feedback Page no. 4

5. Lesson Plan- Appendix 1 Page no. 5

6. Reflection Sheet- Appendix 2 Page no. 6

7. Rubrics- Appendix 3 Page no. 7

8. Assessment Worksheet- Appendix 4 Page no. 8

9. Marking Key- Appendix 5 Page no. 11

10. Students Response and Feedback- Appendix 6 Page no. 12

11. References- Appendix 7 Page no. 18

2|Page

Introduction

On 16 March 2024, I conducted an assessment in grade six (16 boys), section silver. The assessment was

weekly based, held mostly after the completion of one chapter. Assessments are an essential tool for both

students' and teachers learning and evaluation. Assessment is an ongoing awareness of students’ learning

and needs, rather than an occasional event in the program. Minute-by-minute observations of students,

along with the understanding of how children learn, allow teachers to make valid decisions and judgments

(Guide to Effective Instruction, Volume 4, 2006).

Achievement of Learning Objectives:

Students were asked for the assessment after completing Chapter no. 12: Probability. It was planned to be

a formal assessment. Being a mathematics teacher, I insist that Mathematics is not about getting the right

answers but about understanding the problem and developing problem-solving skills in students. After

greeting the students, I asked them to arrange themselves individually, instead of giving them time to

revise I encouraged them to go for a class discussion by creating a mind map of the chapter on the board

summed up with the ideas and learnings from the student's side before assigning assessment papers.

Making my expectations clear to the students, the very first step is to introduce rubrics to the students.

Sharing the rubric with the students has always been important as it helps them to evaluate their solutions

during the assessment. Rubrics sheets were given to every individual, main key concepts were revised

through class discussions and questions asked by the students. Assessment worksheets were distributed

and required instructions were delivered.

During assessment time, many aspects of the classroom need to be taken control of like the environment,

students working with their tools, useless echoes, etc. The time assigned to the students was 30 minutes.

Any assistance needed during this time is always welcomed. After the assigned time, I asked the first

student of each row to get up and collect the worksheets from their respective rows to avoid last-minute

dodging between the students. The lesson was summed up by encouraging the students that they had

done their best and to look forward to their feedback.

3|Page

Errors and Constructive Feedback:

Feedback is conceptualized as information students receive about their performance or understanding

(Hattie and Timperley, 2007) that reduces the discrepancy between what the student knows and what is

aimed to be known. Feedback functions formatively only if the information fed back to the learner is used

by the learner in improving performance (Dylan Wiliam, Embedded Formative Assessment). Feedbacks

given by the teachers must always be effective and constructive because effective feedback sets clear

standards and expectations that promote a supportive classroom environment, encouraging student’s

autonomy, school identification and engagement (Pianta et al., 2012; Voelkl, 2012).

In the next day's class, I shared commutative feedback with the students first discussing the common

mistakes most of the students made during the test. 20% of the class scored above average marks, 40%

scored average and 40% of the students scored below average marks. Giving the assessments back to the

students, I asked students to go through the written feedback on their worksheets carefully. I came to

know that most of the students were able to write solutions in the form of fractions rather than using the

words: uncertain, impossible, certain, likely, or unlikely to express probabilities. Some below-average

students still struggled with the mentioned concept. Most of the students struggled in question no. 2 as

they had to write any two odd and any four even numbers of their choice. Most students knew how to find

the probability of an event that does not happen. Question no. 6 appeared to be challenging as it

contained questions based on the outcomes of two dices instead of one. I encouraged students to always

attempt those questions by listing the possible outcomes in the form of table. The discussions with the

students lead me to the result that most of the students found those questions tough which included open

ended parts like question no. 4. They were comfortable answering questions that started with ‘what’ but

grappled when asked question containing ‘why’ and ‘how’. Some students even left those questions un-

attempted.

I encouraged students to always come prepared for their formal assessments. The best solution to make

my students capable of answering open ended questions was to prepare them to make such questions
4|Page

themselves during classroom practices. I focused on students' behaviors and actions that could be changed

or improved to enhance their learning and skill development. I provided constructive feedback on their

problem-solving methods, highlighted effective strategies, suggested improvements, and acknowledged

their strengths. I also encouraged students to give specific, constructive feedback to their peers, focusing

on areas for improvement.

Reflection on Importance of Assessment and Effective Feedback:

Assessments are crucial as they not only evaluate students’ performances but teachers' as well. Being a

teacher I learned that the first thing that needs to be looked upon and worked on is to reduce the fear of

assessments in the students and that can be done by developing healthy relationships with the students.

One way is through giving them constructive and effective feedback not only on their assessment but their

day-to-day practices. If children feel safe, they can take risks, ask questions, make mistakes, and learn to

trust, share their feelings, and grow (Alfie Kohn). The use of high-quality feedback by the teacher over time

contributes to progressively increasing the sense of belongingness and the value students attribute to

school. This development of school identification can facilitate and promote student engagement (Voelkl,

2012).

(word limit: 924 words)

5|Page

Appendix 1
Lesson Plan

Subject: Mathematics Topic: Probability Class/Section: 6 Silver Date/Day: 16 March 2024

Planned by: Miss Noor Amjad Applied by: Miss Noor Amjad

Timings Aids and

Stage Objectives Procedure/Methodology Assessment
(40 mins) materials
The students will be I will, The students will be
able to, assessed by,
analyze the distribute the A4 paper 5 mins A4 Paper analyze the importance
importance of containing rubrics among the of rubrics for self-
rubrics for self- students. Marking criteria will evaluation during the
evaluation during be discussed. assessment.
the assessment.

revise the key points ask students to arrange 1min --- revising the key points
of Chapter no. 12 as themselves individually. of Chapter no. 12 as a
a whole class. ask students to share the key 4 min whole class.
concepts they have learnt
previous week. I will add the
student’s concept and
learnings in the form of mind
map on the white board.
critically think and ask any volunteer from the 1 min Assessment critically thinking and
find solutions to the class to revise the rules that worksheets. finding solutions to the
six questions based must be followed during the six questions based on
on the theoretical assessment. the theoretical and
and experimental distribute worksheets to the 1min experimental
probabilities students. probabilities
individually. monitor students work by 25mins individually.
moving around in the class
during their attempt of
assessment.
collect students assessments 2mins
after the allotted time
assigned for assessment
completion. 1 min
wrap up the lesson by
appreciating students on their
performance.
6|Page

Post Reflection Sheet

Appendix 2

1. Evaluation of Teaching
 What went well and what did not go according to the plan and why?
I was able to conduct the assessment on time in grade 6. Mind map helped those students as well whom
came unprepared. Some students were not able to complete their assessment on time.

2. Assessment of Students’ Learning

 What did the students learn and what were they not able to do/understand in this lesson and
why?
Students were able to solve the questions based on theoretical and experimental probabilities. Some of
them were not able to get question no. 2 and 6.

3. Reflection on Lesson
 If I were to teach this lesson again, what would I do differently? Comment on any ONE aspect
of your teaching or planning.
I would have given the table of possible outcomes for question no. 6 to the students as a resource they
can use during the assessment so that they can save time at the end.

Teacher’s Signatures: _____________ Coordinator’s Signatures: ________________

Head Teacher’s Signatures: __________________
7|Page

Appendix 3
Rubrics
8|Page

Appendix 4

Assessment Worksheet
9|Page
10 | P a g e
11 | P a g e
12 | P a g e

Appendix 5
Marking Key

1 a 2

b 12 3 1
∨
16 4
2

3 a 3 1
7

b 4 1
7

c 0 1
4 a 119 1
120

b 24 1
120

c 96 1
120

5 a 4 1
b S and I ; because most repeated one 1
c 4 1
11

d 7
11

6 a 9 1
36

b 5 1
36
13 | P a g e

c 2 1
36

Appendix 6
Students Response and Feedback
14 | P a g e
15 | P a g e
16 | P a g e
17 | P a g e
18 | P a g e
19 | P a g e

Appendix 7
References
 https://www.azquotes.com/author/19425-Alfie_Kohn
 https://www.grammarly.com/grammar-check
 https://files.eric.ed.gov/fulltext/ED563404.pdf
 https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2021.661736/full