Standard Five Annotation Best Start Assessment

Note the focus area and standard

descriptor/s the artefact /
document reflects

Note the type of

artefact / document

Describe the artefact / document and

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

Describe how the artefact /

document
meet 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 a
copy of the Literacy
component of the
Best Start
Assessment I
completed on a
Kindergarten
student on my
previous practicum
January/February
2016.

The data collected from individual Best

Start Assessments completed on
students provided me with valuable
information on the students skills and
abilities at the beginning of their
Kindergarten year.

This artefact meets APST 5.1

as it involves using the Best
Start Assessment to
determine student skills and
knowledge prior to entering
the Kindergarten classroom.

From this data students were plotted

on the continuum and individual goal
targets were created. This data will be
used as tracking tool for student
progress throughout the school year.
By completing this diagnostic
assessment of students knowledge
and skills, my lesson planning was
influenced greatly in the early weeks
of Kindergarten. I was able to
differentiate in my preparation for the
varied level of skills within the
classroom.

It provided me with the

opportunity to develop
discussion with the other
teachers working with this
Kindergarten cohort (44
students) on how the data
collected will be a factor in
determining the formation of
the two classes as well as
mathematics and literacy
groups.

Through these preparations students

could be supported or extended in

In my final report my mentor

teacher wrote Ellen has
completed the Best Start
Assessment on several

their learning, they were able to

participate in experiences of working
collaboratively with other students in
like ability and mixed ability groupings.

students as part of this prac.

She has analysed this data to
determine student skills
levels in relation to the
continuum which will allow
for ongoing monitoring to
occur.