Note the focus area and
standard descriptor/s the
artefact / document reflects
5.1: Assess student learning
5.2: Provide feedback to
students on their learning
3.2: Plan, structure and
sequence learning programs
Note the type of Describe the document / Describe how the document /
artefact / artefact and indicate the artefact meets the standard
document possible impact or result of descriptors you have identified.
the artefact / document on
teaching and/ or student
learning
This artefact is a The artefact displays me The artefact displays my
snapshot of my using positive mentor teachers comment on
feedback from encouragement during the my successful evidence of
my mentor students learning which I assessment and feedback in
teacher in my think is significant during a order to assess the students
most recent students learning journey. learning (5.1).
practicum of As it is found that during
Standard 5. the first few years of It explains my use of
primary school, self- appropriate, positive feedback
This comment esteem declines as on students learning (5.2).
indicates students evaluate
evidence of themselves in various areas There was also explanation of
successful (Marhs, Craven, & Debus, my ongoing formative
assessment and 1998; Wigfield et al., 1997) assessment after each lesson.
feedback on cited in (Berk, 2013, p.462). Discussion took place in order
students This decline occurs when for me to gather information to
learning. students receive more plan and structure future
competence- related lessons (3.2).
feedback, their
performance being
increasingly judged in
relation to others,
becoming cognitively
capable of social
comparison (Berk, 2013,
p.462). It is essential for
students to feel positive
about their learning and
development, they are then
able to try to their highest
ability. After each lesson,
one of my professional
goals was to have a
discussion with the
students. Gathering
formative assessment from
the learning tasks, using
this information to plan and
create connecting lessons.
With this assessment, I am
able to give the opportunity
to my students to learn to
their best ability. The
ultimate purpose of
reporting is to enhance
student learning. The most
significant indicator of that
effectiveness is the quality
of the students learning
(Brady & Kennedy, 2009, p.
100). Therefore my
positive feedback and
encouragement was
continuous throughout the
students learning.