This authentic assessment example is from an education unit called Language and Literacy in the Primary Years 2 from the Master of Teaching degree.

The contributing academic is Amanda Muscat.

Example Audio analysis of lesson plan

  • Overview: An examination of 21st-century literacy – revision of the key literacy debates and concepts.
  • Length: 3-5 minute audio annotation
  • Weighting: 20%
  • Due: After session 3 of 9
  • AQF level: 9

The purpose of this assessment task is to:

  • develop your understanding of effective 21st-century literacy instruction based on ideas from academic literature
  • encourage you to reflect on your literacy planning and pedagogy and identify areas for development or improvement
  • allow you to demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities
  • encourage you to engage in key debates surrounding 21st-century literacy instruction.

LO1: Appraise and critique key debates, principles, theories, approaches to literacy teaching and learning for the 21st century and culturally and academically diverse learners.

LO2: Interrogate the knowledge and capability of students with diverse cultural and academic backgrounds.

LO5: Develop a reflective practice of building personal and professional literacy content knowledge, policy, and high-quality pedagogical skills to engage with the teaching community.

A highly effective teacher of literacy is a reflective practitioner who is constantly reflecting on their practice and the student’s needs, and thinking about how to enhance their practice and student growth. Teachers of literacy need to be informed and engage with current research and evidence of best practice.

This assessment involves reflecting on and providing a brief analysis of a literacy lesson plan of 1 to 2 pages. The lesson could have been developed while on a school placement experience, planned by a mentor or found online. This lesson plan is not graded.

Conduct your analysis as an audio annotation, between 3 and 5 minutes (using a screencasting tool such as Loom).

Respond to the following prompts in your analysis:

  • Theoretical underpinnings: Identify a theoretical literacy perspective relating to what it means to be literate and/or ideologies that underpin the approach taken within this lesson.
  • Key principles: Evaluate the 6 guiding principles for teaching literacy in the 21st century – identify and connect one of the principles to this lesson. Which of the principles were evident or enacted throughout this lesson?
  • Enhancements: How would you adapt or change this lesson to ensure you are catering to and meeting the learning needs of all learners?
  • Reflective analysis: What are your emerging beliefs/philosophies about effective 21st-century literacy instruction based on the literature?

You should also use:

  • Chapter 1 of Seely Flint et al.
  • Other relevant literacy-specific sources (such as items in the first self-directed module in this unit).

  1. Carefully read the assessment requirements, criteria and rubric for this task.
  2. Read Chapter 1 of Seely Flint et al., titled ‘Examining literacy in the 21st-century’.
  3. Select a literacy lesson plan delivered and implemented during a school placement experience.
  4. Analyse the literacy lesson plan based on the ideas from the reading and respond to the prompts above.
  5. Create an audio annotation of the lesson plan outlining your responses to the prompts.
  6. Submit your recording to the Dropbox by 11.30pm on Sunday of Week 1.

  • Criterion 1: Theoretical ideas.
  • Criterion 2: Literacy guiding principles.
  • Criterion 3: Reflective adjustments.
  • Criterion 4: Expression (written and oral) and referencing.
  • Criterion 5: Reflective analysis: emerging beliefs/philosophies about effective 21st-century literacy instruction.