Annotations Standard 5

Note the focus area and
standard descriptor/s the
artefact / document reflects
5.1 Assess student
learning.
Demonstrate
understanding of
assessment strategies,
including informal and
formal, diagnostic,
formative and
summative approaches
to assess student
learning.
5.2 Provide feedback
to students in their
learning. Demonstrate
an understanding of the
purpose of providing
timely and appropriate
feedback to students
about their learning.
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.
Note the type Describe the document /
of artefact / artefact and indicate the
document possible impact or result of
the artefact / document on
teaching and/ or student
learning
This artefact Students were
is a copy of undertaking a unit in
an drama with the purpose
assessment to boost their self-
task we did confidence. Students were
in class for a learning about different
drama task. drama elements and how
to preform for peers.
Students were in groups
and had to perform a play.
The marking was done by
the teacher (me) and
three students chosen at
random by the teacher.
Students agreed upon the
marking criteria and knew
they had to impress
whoever was in the chairs
like the voice. plastic sleeve to go show
The feedback given to the
students was immediate
and engaging all
students.
Throughout the unit of
work I ensured many
opportunities for informal
and formal assessment. It
is essential that
assessment be integrated
into lessons everyday not
just formative at the end
(Gilber,2014).
Describe how the artefact /
document
meet the standard
descriptors you have
identified.
Students worked
together collaboratively
to come up with the
marking criteria, students
undertook a series of
assessments both formal
and informal throughout
the unit of work (5.1).
Feedback was
immediately handed out
to each student after the
performance both from
the teacher and peers
marking (5.2).
Students collected all
marks at the end was
stapled and out into a
their parents when they
got home (5.5).

References:
Australian Institute for Teaching and school Leadership. (2014). Australian
Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers.
Gilbert, R. (2014). Assessment for student learning. In R. Gilbert & B. Hopper
(Eds). Teaching humanities and social sciences: History, geography, economics
& citizenship in the Australian Curriculum (5 th ed). (pp-98-144). South
Melbourne, VIC: Cengage learning Australia.