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Note the focus area and standard Note the type of Describe the document / artefact and Describe how the document /
descriptor/s the artefact / artefact / document indicate the possible impact or result of the artefact meets the standard
document reflects artefact / document on teaching and/ or descriptors you have identified.
student learning
This artefact is a This running record is one of many This document aligns with the
Standard 5: Assess, provide copy of a PM undertaken as part of a whole class, Australian Professional
feedback and report on Benchmarking benchmarking assessment. Brady and Standards For Teachers
student learning. reading record I Kennedy (2012) state that a key Standard 5 as it is
5.1 Assess student learning. performed as part of principle for quality assessment is that it demonstrates an
Demonstrate understanding of a diagnostic should improve learning. This document understanding and ability to
assessment strategies, assessment for a is evidence of this as it presents implement assessment
including informal and formal, Year 2 student. teachers with the ability to analyse the strategies. This reading record
diagnostic, formative and students reading data. It provides the provides teachers with a
summative approaches to teacher with key areas for future standardised method of formal
assess student learning. development and is also a tool for assessment. It can be a
accurate differentiation during literacy diagnostic tool, providing
and reading groups, placing students students with a starting place
among similarly levelled peers. From for reading levels. Additionally,
this artefact, we can observe this this assessment can be utilised
student implementing reading strategies as a form of formative
Emma Leman 22259169 - Annotation Document 1
Brady, L., & Kennedy, K. J. (2012). Principles and strategies for reporting student achievement (chp 7). In Celebrating student
achievement: Assessment and reporting pp.100-118. Frenchs Forest, NSW: Pearson: Australia.