Two assessment examples are drawn from one learning experience in this vignette.

My professional experience classroom is situated in a low socio-economic area in the Eastern suburbs of
Perth. The school is a multi-stream school, with 460 students. The school has an Indigenous population
of 12% and an additional 33% of students come from an ESL/EALD background.
The classroom is a split Year 2/3 class of 26 students, with an even mixture of boys and girls. It has been
disclosed that the students are all the lowest achieving in their age cohorts at the school, according to
standardised testing implemented by the school. This class has four Indigenous students, 12 EALD
students, one child with Autism, one child with an auditory processing disorder, one Year 3 student with
a reading age of 5.3 years (unexplained), and a myriad of behavioural issues which naturally arise in the
course of the year.
When these assessments were conducted, the class teacher Sharon had just returned from six weeks
of long service leave. The relief teacher had not followed the teaching and learning plan which had been
established for her. Sharon implemented some informal and undocumented diagnostic assessment to
gauge where the students were at in their learning, to provide context for my lesson planning.
During September the students were consolidating their knowledge about 2-D shapes, and progressing
to 3-D shapes. The children were exposed to the language of geometry; invited to use manipulatives; use
drawing, song and body movement to represent shape; and explored the school for shapes in teams, as
part of my lessons before assessment.
Leading up to assessment piece A, I had conducted an informal formative assessment on common 2-D
shapes, which informed the creation of my 3-D shape lesson and assessment. Due to low scores, I
created a group assessment (assessment piece A). This became data to create a checklist for Sharon,
who devised a summative assessment for reporting (assessment piece B).
Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042) [yr2]
Describe the features of three-dimensional objects (ACMMG043) [yr2]
Make models of three-dimensional objects and describe key features (ACMMG063) [yr3]

Assessment A

Assessment A

Assessment B
In rotating groups (behaviour management groups, not based on ability)
Students complete over two sessions, 2 activities per session
Photo evidence for documentation, supplemented by observation
15 minutes at each station:

Playdough and shape models

Students make 3D solid shapes, using plastic solids as a guide. Students can make shapes in
any order as long as all are made. A random choice will be made for photographing.

Straws and bluetac

Using straws as edges and bluetac as corners, students construct as many 3D shapes within
the time frame. If the student makes more than one, student can select preferred shape
for photographing. There are no models to copy, but students are directed to shape hunt
around the room if they need assistance, as shapes can be observed around the room.

3D nets
Students select a net of their own choice from the six provided, and construct with
textas and stickytape. Students may only choose one.
Written assessment
Students independently complete a written assessment on the properties of 3D
shapes. No models are provided. This assessment is the summative conclusion of the
unit. The test is very similar to Assessment A, in that it contains the same criteria.