Week 10 Term 3 - English Department: Marking the Derived Grade Internal Assessment - (September 26 - 30)

The Derived Grade Assessment Internal took place in Week 7. I wrote a reflection on how I prepared my Level 3 students for the derived grade assessment (see Alby's Blog Entry - 11/08/22) The students have now completed the Derived Grade Assessment Internal and I am pleased with the outcome. In particular, the responses to the Extended Written Text (91472) and Visual Text (91473). I am impressed with how the students used the preparation notes and crafted a response to the texts that we studied in class. In particular, I was really happy with how they were able to: 

• Give a solid recount of the text. 
• Use good evidence from the text. 
• Comment on the social context surrounding the text. 
• Make connections to the chosen statement. 

I am nearly at the end of marking all of the responses for the Derived Grade Assessment Internal. Whilst I am happy with the progress that the students have made (which is awesome) I am also aware that there are areas of opportunity for me as a teacher - where I can provide better preparation and support for my senior students when they are revising for the end of year exam. In this reflection, I am going to comment on three student exemplars from the Week 7 DGE (Derived Grade Examinations) - commenting on the areas where student did really well and how this links to the preparation that we covered in class - this area will be referred to as 'Highlights'. I will also comment on the areas where I know I need to do better - areas that the students may have stumbled in their crafted text. This area will be referred to as 'Opportunities'. 

301ENGLit DGE Exemplar A: 91472 Essay

• Highlights: The student has shown a great understanding of the text, which is evident through their overview of the story. They have used two quotes from the text and have shown a great understanding of the evidence through their explanation of it. They have also commented on the social context around the text and how it influences her understanding of the text. Finally they have made a good connection to the statement that they have chosen 'The most powerful texts are that teach us moral lessons'. In our preparation for the Derived Grade Assessment, we did spend a session going through the text and the main message within the story. We also spent time discussing the social, political and historical contexts around the text. The student has obviously taken this all into account and has crafted a well written text that highlights all of these things that we covered in our preparation weeks leading up to the exam. 

• Opportunities: Although they have made a good connection to the statement, they have only managed to answer or address half of the statement. They have explained (with supporting evidence) the moral lesson that the text teaches the reader HOWEVER they have not analyzed why this text is powerful. Going forward, I want to spend time going through different statements with the students break them down and teach them how to answer it fully. 

301ENGLit DGE Exemplar  B: 91473 Essay

• Highlights: The student has shown a solid understanding of the text, focusing on one scene in particular. There is good commentary on the techniques that were used well, how they were used in the scene and how they help to create meaning in the scene. As with the extended text revision, we spent a significant time going through the text focusing on the close viewing of three scenes. We discussed the techniques that were used and why they were effective in the scene. The student has demonstrated a good understanding of these areas and it is evident in their writing. 

• Opportunities: In our preparation we also discussed the social, political and historical contexts around the film. We also looked at genre and director's style - as two areas that they could integrate into the crafting of the essay. Going forward, I would like to get my students to practice writing on the social context, genre and director's style - to both write and talk about it - as adding this to their writing can definitely elevate their argument. Markers are looking for those moments in an essay where the student can go beyond the text and draw connections to genre or social context. 

301ENGLit DGE Exemplar C: 91473 Essay 

• Highlights: Starting an essay is always hard. Students can often find themselves at a road block when it comes to crafting an introduction to an essay. This student has done a superb job in taking their chosen statement 'Dialogue is the most important element of any film' and used it as the springboard for their introduction. A great review on why dialogue is important has positioned the student in stance where they are in favor or agree with the statement (immediately showing the writer where they stand). We spent time in our preparation to discuss the introduction and how to take the statement and use it as leverage in your introduction. It is always good to explain what you think the statement means and express whether you agree or disagree with it, so that it helps you move through the essay. 

• Opportunities: I would like to revisit how to use their chosen statement in their introduction. This can help students who find themselves in a situation where they feel that they cannot start their essay. 

Although I have not finished marking my student's work - I am pleased with what they have done. The preparation work we did has shown through their writing. Furthermore, I can see the areas of opportunity for me and what I can do to help support them better with their essays and overall preparation for their end of year exam. I am looking forward to putting this into action when we return to school for Term 4.