Annotations
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.
5.3 Make consistent and
comparable judgements
Demonstrate understanding
of assessment moderation
and its application to support
consistent and comparable
judgements of student
learning.
5.4 Interpret student data
Demonstrate the capacity to
interpret student assessment
data to evaluate student
learning and modify teaching
Jack Fiedler, 21971624
Note the type of Describe the document / artefact and
artefact / document indicate the possible impact or result of the
artefact / document on teaching and/ or
student learning
These artefacts This assessment task was developed
include: the marking in collaboration with my mentor
rubric and sample of teachers and fellow peer whilst on
students work. practicum. This assessment task is a
summative writing assessment to see
what the students have learnt during
the unit of work. Assessments can
provide valuable information to
teachers including reasons why
lessons fly or flop (Eisner, 1993, as
cited in Marsh, 2010).
The assessment criteria, listed with
simple instructions so students
understood what was required of
them. In previous lessons students
familiarised themselves with the
marking rubric as the whole class
looked at a sample piece of writing
and marked it together. I purposely
incorporated this into the unit of work
so students would become familiar
with the marking rubric, so they knew
TCH30002 Professional Experience II: Transition into the Profession
Describe how the document /
artefact meets the standard
descriptors you have identified.
Working in collaboration with
peers on practicum and
mentor teachers to produce
an assessment task and
marking rubric, collecting
work samples to ensure
consistent teacher judgement
(APST: 5.3).
My mentor teacher wrote:
The students should have felt
very prepared for this task,
you prepared them well with
discussion about the task
sheet, rubric, cheat sheet
and above all you established
high expectations.
Analyse student work
samples, in consultation with
supervising teacher to
formally assess student
learning, I initially marked the
practice. what they needed to include in their
writing to be successful.
When I was marking the students work
I worked in tandem with my mentor
teacher to help moderate the final
grades of the students. This is where
as a teacher I needed to make
consistent judgements on what the
students have demonstrated in their
writing. Not what I know they can do
from classroom observations and
contributions to classroom discussions.
My mentor pointed out the importance
of written feedback to further their
future learning.
Jack Fiedler, 21971624 TCH30002 Professional Experience II: Transition into the Profession
work in pencil and then sat
with my mentor to go over
my marking in red pen when
we came up with a consensus
from the students work
(APST: 5.1).
When looking at the final
grades of the students with
my mentor teacher I was able
to determine whether the
unit of work was a success or
adaptations/ new approaches
to my teaching practice
should be considered by
looking at my lesson
reflections to evaluate what
could be changed (APST: 5.4).
 References

AITSL. (2014). Australian professional standards for teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-
standards-for-teachers/standards/list

Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.) Frenchs Forest: Pearson Australia

Jack Fiedler, 21971624 TCH30002 Professional Experience II: Transition into the Profession