Note the focus area and standard Note the type of Describe the artefact / document and Describe
Describe how the artefact /
descriptor/s the artefact /
document reflects
5.1 Assess student
learning
Demonstrate understanding
of assessment strategies,
including informal and formal,
diagnostic, formative and
summative approaches to
assess student learning
5.3 Make consistent and
comparable judgement
Demonstrate understanding
of assessment moderation
and its application to support
consistent and comparable
judgements of student
learning.
5.4 Interpret student data
Demonstrate the capacity to
interpret student assessment
data to evaluate student
learning and modify teaching
practice.
artefact / document indicate the possible impact or result on
teaching and/ or student learning
A TENs assessment The first artefact is a diagnostic
sheet I used to assessment sheet I used to assess
assess students students prior knowledge at the
knowledge of beginning of the year. This assessment
mathematics. I was gave me an idea of where each
then able to arrange student was at with their mathematics.
them into ability
groups based on this At the beginning, I asked my mentor
data. teacher to sit down with me with the
first few students I assessed to
compare out results and see if we had
the same judgements. After this, I felt
confident enough to assess the rest of
the class on my own as I felt as though
I was able to make consistent and
similar judgements that my mentor
teacher would have made.
I then analysed each students results,
and put them into groups based upon
the early arithmetical strategies they
used to count. The groups had
maximum 4 people as this is the
optimum number for cooperative
learning (Johnson & Johnson, 1999).
The last artefact represents the
grouping. The NSW Department of
Education and Training (2008) affirm,
document
meet the standard descriptors you
have identified.
This artefact demonstrates
how I conducted a diagnostic
assessment at the beginning
of the year (APST: 5.1).
By comparing assessment
results with my mentor and
allowing her to view some of
my assessing, I am ensuring
that am making accurate
judgements (APST: 5.3).
I then analysed each
assessment and made
judgements on the early
arithmetical strategies (EAS)
group they belonged to
(APST: 5.4).
assessment is the process of collecting
evidence of student learning in order
to draw an inference about an
individuals (or a groups) current level
of attainment.

By having them in these groups, I am

able to design activities that cater for
the strategies they need to learn/work
on.
 References

Australian Institute for Teaching and School Leadership. (2014). Australian

Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning

work. Theory into practice, 38(2), 67-73.

NSW Department of Education and Training. (2008). Principles of

Assessment and Reporting in NSW Public Schools. Curriculum K-12
Directorate. Retrieved from https://janiceatkin.com/wp-
content/uploads/2016/05/principles_ar.pdf