Professional Documents
Culture Documents
Artefact 1:
On my practical placement I was in a classroom with a child who
was partly deaf and who was significantly intellectually behind her
peers therefore she is on an IEP. This child has trouble writing but is
able to verbalise what she is thinking. It is therefore necessary for
this childs assessment pieces to be modified.
For an informal, formative assessment the class was required to
draw pictures of different settings they had read about in a story
they had just read in class, demonstrating AITSL Standard 5.1. They
were then required to use adjectives to describe the settings they
had drawn. For the child mentioned prior, her assessment was
altered in the following manner:
1)
She was required to draw one picture of a setting in the story
instead
of
four
2)
Due to the fact the child has poor writing skills, I took her into
another
room where it was quiet (so that she could hear me
better)
3)
I communicated to her that she was required to tell me what
she had
draw in her picture and I was going to write it down for
her. She
communicated that she had drawn a big shark with
sharp teeth; it was
swimming in the dark sea.
4)
word, the child was not as confused and did not tend to get jumbled
up in the words. Elliott (as cited in Readman & Allen, 2013, p. 251)
suggests that practices such as this are important as they allow the
student to access the assessment or get into the assessment
process. Without this access to the assessment that is being
provided by the educator assisting with the breaking up of the
sentences, the student would not be access it. This modification of
teaching practice demonstrates AITSL Standard 5.4.
It should be noted that this assessment was not conducted in a
manner that advantaged the student in comparison to his peers by
having the assistance of an educator. The assistance provided
simply enabled accessibility and inclusion of the assessment for this
student (Readman & Allen, 2013).
Evidence of this students learning was collected through
observation and thorough antidotal notes. This catered to the
students diversity as it enabled the educator to see the process of
the students thinking in regards to spelling and writing. Rather then
simply reading a work sample that he may have done
independently, through this assessment instrument the educator
was able to see that the child even after being reminded wrote the
letter b instead of d or skip words. Through gathering this
information, the educator is able to exactly pinpoint a few areas that
the child may need assistance with and then focus of those areas
such as remembering to write d instead of b, rather than
overwhelming the child with correcting his writing process as a
whole. This enables the educator to then report on the childs work
and demonstrate AITSL Standard 5.2.
AITSL Standard 5.5 was met though ongoing verbal feedback given
to the student throughout the course of the activity. This immediate
feedback encouraged the student as this child does struggle with his
challenges to read and write therefore positive and encouraging
words are important for him. At the same time constructive
feedback was given to this child throughout the course of the writing
procedure. This enabled the child to immediately understand how
his work could be improved and then work on correcting this
element throughout the rest of the work piece, demonstrating AITSL
Standard 5.2. These judgments about the childs work were based
on his individual learning place and achievement goals, hence
allowing for consistent judgments about his work to be made,
demonstrating AITSL Standard 5.3.
References
ACARA. (2014). English as an Additional Language or Dialect
Teacher Resource.
Retrieved from
http://www.acara.edu.au/_resources/EALD_Resource__EALD_Learning_Progression.pdf
AITSL. (2014). Australian Professional Standards for Teachers.
Retrieved from
http://www.aitsl.edu.au/australian-professionalstandards-forteachers/standards/list?&s=5
Readman, K. & Allen, B. (2013). Practical Planning and Assessment.
South
Melbourne, VIC: Oxford University Press.
Foreman, P., & Arthur-Kelly, M. (2014). Inclusion in Action (4th ed.).
South