Note the focus area and
standard descriptor/s the
artefact / document reflects
Assess, provide
feedback and report
on student learning
5.1 Assess student
learning Demonstrate
understanding of
assessment strategies,
including informal and
formal, diagnostic,
formative and
summative approaches
to assess student
learning.
5.4 Interpret student
data
Demonstrate the
capacity to interpret
student assessment
data to evaluate
student learning and
modify teaching
Note the type of Describe the document /
artefact / artefact and indicate the
document possible impact or result of the
artefact / document on
teaching and/ or student
learning
The artefact The purpose of this excel
that I have spreadsheet was to track
chosen to students progression
annotate is a through a whole number
series of graphs mini unit of work. I
showing the assessed the students the
progression of first day of the unit, the
students last day of the unit and
learning based then one day in the middle
on numbers. of the unit. The data that I
These graphs collected influenced the
show how I was lesson sequence and the
able to use activities that I was
assessment and planning. The professional
feedback to experience guide (NSW
influence Government, n.d) states
student the importance of
learning. analysing student work to
recognise diagnostic
information and then use
this information to inform
differentiation and future
strategies and learning
activities.
Describe how the document /
artefact meets the standard
descriptors you have identified.
The point of this mini unit
was to assess students
abilities at the end of their
Prep year and build a
comment for their report
card. There was a
combination of formal and
informal assessment
throughout the unit,
including a computer game
to assess their abilities (APST
5.1).
This data collection method
allowed me to see where
individual students needs
lied and therefore,
consequently allowed me to
modify my teaching practice
to include differentiation and
needs based teaching (APST
5.4)
practice.
By then slightly changing When it comes to feedback it
the lesson sequence and is essential that it is given in
adding in different a timely fashion so that it is
activities throughout the relevant to the students.
mini unit I was to show Mentor feedback states that;
that the data had been A calm, firm, friendly and
applied to the planning measured voice/tone was
and teaching practice always used when managing
(NSW Government, n.d). behaviour and lots of
This was the first time I positive feedback was used
had collected data in this throughout the unit.
way and the benefit it had
on my planning and
teaching was superlative.