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Annotation Five ~ Marking sheet of a Prep

classroom history speeches

Note the focus area and standard Note the type of Describe the artefact / document and Describe how the artefact /
descriptor/s the artefact / artefact / document indicate the possible impact or result on document
document reflects teaching and/ or student learning meet the standard descriptors
you have identified.

5.1 Assess student learning The type of artefact Throughout this term my mentor had Although this specific
which I have chosen employed a wide range of lessons in artefact represents a form of
Demonstrate an to annotate for the key learning area of history. summative learning, the
understanding of standard five is a During these lessons she sculptured students also encountered
assessment strategies, marking sheet for a the students learning so they had the both diagnostic and
including informal and summative piece of requisite knowledge for the formative assessment in the
formal, diagnostic, formative assessment. This summative assessment at the end of lead up to this speech.
and summative approaches assessment was the teaching. My experience within Within this checklist there
to assess student learning. conducted in a prep the classroom started towards the end was a success criteria which I
classroom and of the teaching period, which allowed marked the students against
5.3 Make consistent and showcases the me the opportunity to mark the (APST 5.1).
comparable judgements results of the students speeches against a specific
students history criteria. This form of assessment is My mentor wrote on the
Demonstrate an speeches. summative as it happens at the end 14/11/15
understanding of assessment of the unit of work (Great school Cassidy assess student
moderation and its Both my mentor partnership, 2013). While there are learning and reflects on her
application to support and I marked the many forms of summative lessons
consistent and comparable students against assessment this one took the form of
judgements of student specific criteria and an informative presentation about the From marking this
learning. moderated our students families. From the assessment I was able to
results at the end. completion of the criteria sheet both make judgements on the
5.4 Interrupt student data my mentor teacher and I were able to students speech making
make judgements about the final abilities and check them off
Demonstrate the capacity to mark which the students were given against a set of particular
interpret student assessment (Australian Curriculum, Assessment success criteria (APST 5.3).
data to evaluate student and Reporting Authority, n.d.).
learning and modify the
teaching practice. We marked the students against a My mentor wrote on the
specific rubric which assessed the 14/11/15
students against their historical Cassidy has helped mark
5.5 Report on student knowledge and their communicating assessments tasks and had
achievement abilities. The rubric has a positive demonstrated she is capable
impact on student learning as it helps of making consistent
Demonstrate understanding teachers teach the correct content to judgements
of a range of strategies for the students, which allow the
reporting to students and students to learn the correct content From the results of the
parents/carers and the to achieve the best mark (Brookhart, speeches I was able to
purpose of keeping accurate 2017). interpret the data and
and reliable records of allocate each student a
student achievement. According to Maxwell moderation is a grade result based on their
form of quality assurance for performance. This result was
delivering comparability in evidence- then modified with the
based judgements of student mentor teacher (APST 5.4).
achievement (2007). During this
process I was able to moderate with My mentor wrote on the
my teacher to make sure that the 14/11/15
grades which the students received Cassidy has engaged in
where fair. Without this process of conversations regarding how
moderation the students will be to use the data to inform her
disadvantaged as it will just come future teaching
down to one teachers judgement
instead of two. Therefore, the student During my teaching
may not necessary get the grade they experience I have kept many
deserve. Which is the main reason checklist style anecdote
why the Queensland education assessment records such as
system has moderation processes, to this one to inform my
ensure quality insurance (Maxwell, teaching practice and guide
2007). the students to achieve
better academic success
(APST 5.5).

My mentor wrote on the


14/11/15
She maintains assessment
records, reflection notes and
samples of student work
(Mentor Teacher C, McGeary,
personal communication,
14/11/2015)
References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). Implications for teaching assessing and reporting.
Retrieved from
http://www.australiancurriculum.edu.au/overview/implications-for-teaching-assessing-and-reporting
Brookhart, S. (2017). What are Rubrics and why are they important. Retrieved from
http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-They-Important%C2%A2.aspx
Great school partnership. (2013). Summative assessment. Retrieved from http://edglossary.org/summative-assessment/
Maxwell, G. (2007). Implications for moderation. Retrieved from
https://www.qcaa.qld.edu.au/downloads/publications/snr_syll_rv_paper_imp_mod.pdf