Standard 5: Assess, provide feedback and report on student learning.

Note the focus area and standard

descriptor/s the artefact /
document reflects
1.5 Differentiate teaching
to meet the specific
learning needs of students
across the full range of
abilities

2.5 Literacy and numeracy

strategies

5.1 Assess student learning

5.2 Provide feedback to

students on their learning

Note the type of

artefact / document
Summative assessment
marking criteria and
student results.

Describe the document / artefact and indicate

the possible impact or result of the artefact /
document on teaching and/ or student
learning
The summative assessment was created at
the end of a 6 week unit of work on Africa.
Students were asked to compare and contrast
their knowledge of Africa, against their
understanding of Australia (a unit they do
before hand).
The summative assessment required students
to drawn on their knowledge, and reflect on
all the engaging and interactive lessons we
have had on Africa. The open task allowed
them to note any aspect they could
remember.

Describe how the document /

artefact meets the standard
descriptors you have identified.

The marking criteria was supplied and

discussed to ensure all students understood
what I was looking for when marking.

The assessment was delivered

after a sharing activity where
students discussed their
understanding. The assessment
allowed us to understanding what
students knew, and what they
needed assistance with (5.1) The
assessment was conducted as a
formal summative assessment

The assessment allowed myself, and my

mentor teacher to understand what the
students knew about Africa, and if they
could identify key differences between
Africa and Australia. The graded tasks were

The differentiated assessment task

ensured all students in the class
were assessed on their knowledge
of Africa, these students drew
images and used dialogue to
convey their understanding (1.5)
The Venn Diagram was a literacy
strategy to assess students. It
required students to use language
to compare and contrast the two
concepts (2.5)

5.4 Interpret student data

then integrated into their school reports.

Using this information to add comments on
their HSIE understanding.
The assessment provided opportunities to
record student data, and grade them
appropriately against the marking criteria I
had created.
The task required students to use a Venn
Diagram template to record their answers.
There was a modification to the task for two
students to assess their understanding. Both
the students have ILP.

using different strategies

including the Venn Diagram and
discussion (5.1)
The feedback and marks were
given back to students within 4
days. I present students with their
feedback and marks and engaged
in a short discussion to identify
their success or areas of concern
(5.2)
I was required to mark and assess
the class, reading over answers
and referring to the marking
criteria allowed me to identify the
expectations for the criteria. This
allowed me to moderate the
marking process (5.4)

Assessment:
Task: Demonstrate your understanding of Africa and how it is different to and the same as Australia by completing the Venn diagram.
Outcomes:
GE2-1 Examines features and characteristics of places and environments

Identifies/ Draws
features of Africa:
Geographical location
Geographical features
People/ Culture
Animals

Outstanding

High

Sound

Basic

Limited

Identifies more than 6

features of Africa

Identifies various
features of Africa (45)

Identifies some
features of Africa
(2-3)

Attempts to identify
limited features (1)

Does not identify any

features

Identifies more than 6

similarities and
differences of Africa
and Australia

Identifies differences
and similarities of
Australia and African
(4-5)

Identifies some
differences and
similarities of
Australia and Africa
(2-3)

Attempts to compare
Australia and Africa
(1)

Does not compare

Australia and Africa

Landscape
Compares Australia
and Africa

GE2-2 Describes the ways people, places and environment interact

DIFFERENTIATED TASK FOR STUDENTS XX & XX

Task: Demonstrate your understanding of Africa and how it is different to and the same as Australia by completing illustrations and dot points.
Outcomes:
GE2-1 Examines features and characteristics of places and environments
GE2-2 Describes the ways people, places and environment interact

Identifies/ Draws
features of Africa:
Jungle

High

Sound

Basic

Limited

Identifies/ draws
various features of
Africa (4-5)

Identifies/ draws some Attempts to

features of Africa
identify/draw limited
(2-3)
features (1)

Does not identify/

draw any features

Identifies differences
and similarities of
Australia and African
(4-5)

Identifies some
differences and
similarities of
Australia and Africa
(2-3)

Does not compare

Australia and Africa

Maasai houses
Compares Australia
and Africa

Attempts to compare
Australia and Africa
(1)

Name

Identifies features of
Africa

Compares and
Contrasts Africa and
Australia

Uses correct
terminology

sTUSuki

Rose

Nalani

Maya

Lunna

Charlie

Scarlette

Jordan

Xanthe

Tiana

Evy

Sienna

Sanji

Noah

Calluam

Nathaniel

Archer

Jasper

Leo

Jai

Kai

Rufus

Results:
Students names have been erased

Key:
Outstanding
High
Sound
Basic
Limited

The information was transferred to the students HSIE reports for the end of year.
Follow up:
I then discussed students marks with each students and used open questioning to seek any more knowledge.