Standard 5

Professional Practice
Assess, provide feedback and
report on student learning.
Assessment, feedback and reporting are all essential to
support students learning growth and development. I
believe these three skills cannot just be taught in the
university tutorial room, they need to be applied in the
classroom itself. I have been very fortunate with my
curriculum and pedagogy units as they have provided me
with a wealth of knowledge of how to implement
assessment, feedback and reporting into my classroom.
My Professional experience units over the last three years
have also supported me in ensuring that I challenge
myself as a pre-service teacher and try new assessment
and feedback strategies whilst on my practicum. All of this
professional knowledge that I have gained addresses
standards 5.1 Assess student learning, 5.2 Provide
feedback to students on their learning and 5.5 Report on
student achievement. (AITSL, 2011)

Standard 5 Artefact

Standard 5 Annotation
Note the focus area and standard
descriptor/s the artefact /
document reflects

Note the type of

artefact / document

Describe the document / artefact and

indicate the possible impact or result of the
artefact / document on teaching and/ or
student learning

Describe how the document /

artefact meets the standard
descriptors you have identified.

5.1
Assess student learning
Demonstrate understanding
of assessment strategies,
including informal and formal,
diagnostic, formative and
summative approaches to
assess student learning.

This artefact is the

template that I
devised summative
assess all students
knowledge of the
mathematics
content area
(strand) of
Measurement and
Geometry: Length
knowledge of long
and short items.

I devised this template after

completing a miniature unit of work
for the strand. The purpose of this
template was to have a check list that
displayed student learning/ student
understanding of key concepts from
curriculum outcomes.

The checklists that I devised

for summative assessment
against curriculum
objectives/indicators for the
strand of measurement and
Geometry meet standard 1.5
as, through the activities to
complete the checklist, I have
demonstrated an
understanding of assessment
strategies.

5.4
Interpret student data
Demonstrate the capacity to
interpret student assessment
data to evaluate student
learning and modify teaching
practice

Creating and using these summative

assessment checklists to assess
student learning assisted me as a
teacher, as it allowed me further
differentiate my teaching to cater for
students who have now reached
different academic levels compared to
when they first started the school year.
The summative assessments were
made in week five of the first term.

Through this artefact I have

demonstrated standard 5.4,
as my checklists, measured
against syllabus content,
provide me and my mentor
teachers with a snapshot of
the students understanding
which will allow us to plan

and scaffold students further

learning.

References
Australian Institute for Teaching and School leadership. (2012). Australian Professional Standards
for Teachers. Australian Government.