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