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Marlene, it's great to have an opportunity
to go over the assessment with you.
I know you had some questions about some of the results.
Would you like to share those questions with me?
WOMAN: My name's Marlene Chisholm
and I am a graduate teacher here in Alice Springs.
I've been studying through Charles Darwin University
and this is my final professional experience
at Ross Park Primary School.
In this professional experience
I have taught a science inquiry unit
on how could environmental changes affect the growth
of a flower seedling.
We grew, as a class,
flower seedlings and seedlings
and then we observed.
Based on those observations, they had to write a written report
with predictions, reflections, conclusions covering it.
Today I'm showing written evidence to my mentor teacher
on how the students went,
and I'm asking her for her support
in moderating the final work of all the students.
This child here...
I'm unsure what I could... what I would give him,
whether I'd give him a C or a D,
because he had predictions, explanation,
and conclusion in a C column,
and on the D side he had variables and reflection.
Alright, so maybe we go through and we look at -
what part do we place the most importance on?
So do we place importance on the things he's already received a C in
or is it more important that he can explain variables?
Well, I think it's the prediction and explanation, giving an explanation,
and then being able to connect it to a real-world issue.
OK, so if we're saying he's got a C in those areas
then I would put him as a C...
-OK. -..if those are the important areas.
It's very important for teachers,
graduate teachers, experienced teachers,
to make consistent judgements in a classroom.
We have clarifying and confirming days as real teachers
that we need to go to,
so it's important that we share that knowledge with graduate teachers
and let them know it's OK to spend quite a bit of time
making sure that you're getting it right.
Going back... We can only mark on what the child shows us.
We can't take into account what we know they can do.
We can only mark on what they show us.
This child,
he has a D on all four areas,
but he has a C in 'conclusion'.
I guess if we look at this,
there's no way we could give him any more than a D
based on what he's given us.
However, in your comments, perhaps you could say,
"I can see that you are able to apply this to the real world,
"but your written explanations have let you down."
Looking at this, we can't give him any more than a D.
He hasn't shown us that he can do it to a sound standard.
Thank you, then, Jodi.
Well, I found it supportive, you know,
because I felt that I came to a wall, you know, and you just know
that you need to go and speak with someone else to clarify, to check,
to help you move forward,
you know, because there's some students...I just got stuck
and I didn't know where to go next.
So it's been great having my mentor teacher, who's approachable,
who understands as well
because she's been through the same thing as I'm going through.