Lisa Teitzel 22265962 Annotation 5

Note the focus area and standard descriptor/s the Note the type of Describe the document / artefact Describe how the
artefact / document reflects artefact / document and indicate the possible impact or document / artefact meets
result of the artefact / document on the standard descriptors
teaching and/ or student learning you have identified.

5.1
Assess student learning
Demonstrate understanding of
assessment strategies, including
informal and formal, diagnostic,
formative and summative approaches
to assess student learning.
5.2
Provide feedback to students on
their learning
Demonstrate an understanding of the
purpose of providing timely and
appropriate feedback to students about
their learning.
5.4
Interpret student data
Demonstrate the capacity to interpret
student assessment data to evaluate
student learning and modify teaching
practice.
5.5
Report on student achievement
Demonstrate understanding of a range of strategies for
reporting to students and parents/carers and the purpose
of keeping accurate and reliable records of student
achievement.
This artefact is a The aim of the artefact is to
sample of NAPLAN clearly identify, to the classroom
results that have teacher, which areas of
been numeracy their year 3 students
collaboratively require further teaching in.
interpreted and Through collaboration with the
analysed by my classroom teacher, which
mentor teacher according to the NSW
and myself, on my Department of Education is the
ESP placement. key to improving quality
teaching (2017), analysis of the
artefact and an understanding
of how to interpret the data,
certain areas can be identified
that the students require further
teaching, such as picture graphs
and place value. These areas
have been circled and notes
added by myself to aid the
classroom teacher in future
teaching. Clear patterns can be
determined in the data, which
highlights to the teacher which
areas students would be most
beneficial in further learning.
The data in the artefact is a formal
assessment tool to assess the learning of
students. It provides key information for
where to next for students in regards to
numeracy learning, establishing itself as
the diagnostic assessment tool in
readiness for the actual naplan
assessments. (APST 5.1)
The notes on the bottom of the artefact
show how I have interpreted the data to
come to conclusions on student learning.
As a result of these interpretations I was
able to modify future lesson plans to more
deeply focus on the identified target
areas. These records of student
achievement were then developed into a
smart book in conjunction with my mentor
teacher as a way of reporting to other
colleagues. (APST 5.4, 5.5)
I used to data gained from the artefact to
provide feedback to students on their
learning. We went through and re-
answered, as a class, the questions that I
identified through my interpretation of the
Lisa Teitzel 22265962 Annotation 5

Following on from initial results that were answered incorrectly by

interpretation of the assessment a high percentage of the class. This timely
data, I was able to take the data feedback enabled students to understand
back into the classroom and where they went wrong when answering
think strategically (Rogers, the question the first time, as the test was
2012) to modify future teaching still fresh in their minds. (APST 5.2)
to meet the students needs. In
doing so, students were able to
extend their learning in the
particular focus areas.