Note the focus area and Note the type of Describe the document / artefact and Describe how

escribe how the document / artefact meets

standard descriptor/s artefact / indicate the possible impact or result of the standard descriptors you have identified.
the artefact / document document the artefact / document on teaching and/
reflects or student learning

5.1 The artefact The artefact presented I assessed student learning through the
Assess student provided is a demonstrates that I have assessed use of formative and summative
learning snapshot from students and provided effective approaches such as observation,
Demonstrate a final feedback for use on the anecdotal notes and the formation of
understanding of professional improvement of student learning. assessment tasks (APST 5.1).
assessment strategies, experience
including informal and report in the It indicates that I recognise the My mentor wrote:
formal, diagnostic,
year of 2015. importance of providing student Rachel developed quality assessment
formative and
with immediate feedback. As stated tasks that were focused on the
summative
approaches to assess by Danielson (2007), providing outcome/objectives she had set for the
student learning feedback to students is an lesson or unit of work she was teaching.
important aspect of using
5.2 assessment as part of instruction As a result of the implementation of
Provide feedback (p. 87). assessment tasks and the use of
to students on formative assessment throughout my
their learning The details presented within the lessons, I have clearly demonstrated that
Demonstrate an artefact impacts on student learning I have attained focus areas 5.2 and 5.4.
understanding of the because without effective and In addition, I was able to interpret the
purpose of providing immediate feedback, students will results and formulate conclusive theories
timely and appropriate not know the areas in which need to the reasoning of indicative results. By
feedback to students improving and thus, the learning marking the assessments tasks, I was
about their learning experience is not enriched. Further, able to provide students with immediate
without the use of assessment tasks feedback which consequently, helped the
5.4 to assess students, the teacher will students identify areas for improvement.
Interpret student
not know which students are
data academically progressing, those My mentor wrote:
Demonstrate the
who are plateauing and those who She took the time to mark the students
capacity to interpret
student assessment have not reached the learning work and provide quality feedback.
data to evaluate intention. Rachel was able to interpret assessment
student learning and data to gauge the development of the
modify teaching Therefore, by demonstrating I have students and guide future planning.
practice assessed students and interpreted
data, I have been able to improve
my overall teaching practice.