Artefact 1. Words Their Way Spell Check 1: Long-Vowels.

The Words Their Way Spell Check 1 (Invernizzi et.al, 2009) focuses on long vowel sounds and
letters. It is an assessment for determining if students can identify long vowel sounds from pictures.
Students are required to circle the correct vowel letter on each picture. For example, the picture of
the rope would require the letter o to be circled. Students first look at the pictures and attempt to
identify the sounds on their own, then discuss with a partner before the class identify them all
together. If students meet get 10 or more correct out of 12, they are ready to move onto the next
activity of the Words Their Way (Invernizzi et.al, 2009) program.
Spell Check 1 can be used as an informal diagnostic or summative assessment of student
understanding. The execution of the task itself caters for different learning styles. Students are
required to use various literacy skills such as listening, viewing, speaking and writing (ACARA,
2016) to work out the correct vowel sound. They also have the opportunity to work independently
or with peers and in a whole-class discussion. Each student is assessed individually which caters
for their diverse levels of understanding, meeting the AITSL standard 5.1 to assess student
learning (AITSL, 2014). Diverse needs are also met by students achieving at varying paces
throughout the Words Their Way (Invernizzi et.al, 2009), which is implemented every week.

Artefact 2. Analogue Clock Time Identification.

The Analogue Clock Identification assessment task involved identifying and marking the time on an
analogue clock. After a whole class demonstration and discussion, students were asked to identify
the time on the analogue clock display. Each student had a turn which allowed the teacher to
formatively assess each individual students understanding. This informed the teacher of which
students may need extra attention during the next task of marking the hands on a clock correctly.
The students were then asked to complete the first 3 times on the Draw the Hands worksheet,
which the teacher marked immediately. The criteria for the worksheet assessment focused on the
students accuracy in drawing the large and small hands in the correct positions. Students who did
not meet the criteria were given formative feedback and extra time to immediately re-attempt the
task using that feedback. This immediate feedback meets AITSL Standard 5.2 through the
application of providing timely and appropriate feedback to students about their learning (AITSL,
2014).
This assessment task met the diverse learning needs of students in the classroom through a
differentiated approach to instruction. Differentiation involves adapting curriculum to meet diverse
needs of all students within one classroom (Foreman & Arthur-Kelly, 2014). The teacher
progressed through the initial whole class discussion and demonstration by asking certain students

to give the answer to different times. The students who found it more challenging were given basic
times such as 3 oclock. The students who already understood basic time were given more
challenging times, such as 9:23. Differentiating questions and modifying the task to suit each
individual students learning needs allowed all students to be involved in the same task without
being left behind or not challenged enough.

Artefact 3. Reading Behaviours Checklist

The Reading Behaviours Checklist is a detailed and extensive list of typical and expected reading
behaviours for early primary. This checklist is used as a guide for teachers when observing
students during an individual independent reading assessment every 2 weeks. It is a categorised
list of criteria in the form of questions. For example, under the category, Maintaining Fluency, the
question, Does the reader pause briefly at commas, dashes and hyphens? helps the assessor to
identify specific aspects of fluency in the students reading. Each question is marked as either C =
consistent, P = partial or N = Not evident. There is also a section for the teacher to record notes in
relation to each check point. The purpose of this assessment task is to regularly outline and record
each students progress, strengths and areas for developing individual reading goals.
The Reading Behaviours Checklist is a formal method of assessment which is valuable for
assessing each individual students reading performance. By individually observing and recording

student reading behaviours, each students diverse learning needs can be identified and catered
for. Recording the data of each student every fortnight demonstrates consistency. This addresses
AITSL Standard 5.5 by keeping accurate and reliable records of student achievement (AITSL,
2014).

References
Australian Curriculum Assessment and Reporting Association (ACARA). (2016). The Australian
Curriculum. Retrieved from http://www.australiancurriculum.edu.au

Australian Institute for Teaching and School Leadership (AITSL) (2014). Australian Professional
Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professionalstandards-for-teachers/standards/list
Foreman, P. & Arthur-Kelly, M. (2014). Inclusion in Action (4th ed). South Melbourne: Cengage
Learning.
Invernizzi, M., Johnston, F., Bear, D. R. & Templeton, S. (2009). Word Sorts for Within Word
Pattern Spellers. Boston: Pearson.