Amy Keith 22269786 Standard Five Professional

Experience 3

Standard Five
Assess, provide feedback and report on student learning

Providing students with feedback for their work completed in class and other types of formative and summative assessment helps
students to know how theyre going with the classwork and gives teachers an insight into their teaching. When assessing student
workbooks, I try to keep the experience positive for all students, focusing on what theyre doing right, what they need to work on
before focusing on the positives again. (Standard 5.1 and 5.2). When marking students assessment, it is important that colleagues
moderate their students assessment to ensure the marking is level, and that students being marked as an A level by me would
also be marked at the same level by my mentor or another teacher in the same year level. (Standard 5.3). Interpreting the student
data gathered from assessment allows teachers to decide what areas they need to work on with specific students and the class as
a whole. This data shows me what areas I need to work on with my teaching, one lesson I taught may not have been effective and
this will show in the students summative and formative assessment. (Standard 5.4). Reporting on student achievement is important
so the school and the students parents know how students are learning and participating in class. Keeping accurate and reliable
records for every student in important so their movement and growth can be measured and observed throughout the topic and the
school year. (Standard 5.5). In one of my professional experience placements, students test scores were displayed in a graph on
the wall of the classroom, their movement could be seen throughout the year, this encouraged students to work hard to improve
their test scores.

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Amy Keith
Experience 3
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 on their learning
Demonstrate an understanding
of the purpose of providing
timely and appropriate
feedback to students about
22269786 Standard Five
Annotations for Standard Five
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
This artefact is a While on my second professional
comment from my experience I helped to give written
final professional feedback in my year 6 students books
experience two from the lessons that I taught, this
report under helped to give me a better
standard five. understanding of where the students are
at with their work and how effective my
teaching has been for every student.
As teachers, it is essential that we
make the process of providing feedback
a positive, or at least a neutral, learning
experience for the student. (Reynolds,
2013). Corroborating this idea, I believe
Professional
Describe how the document /
artefact meets the standard
descriptors you have identified.
I assessed student learning by
creating mathematics
worksheets focused on the
topic or concept that was being
taught, this would be in the
middle of a topic, after
students have been taught
how to work out the concept
and answer the questions, but
this is not a formative
assessment task. Students
were given a chance to
complete these or finish as
much as they could, the sheets
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Amy Keith 22269786 Standard Five
Experience 3
their learning. that students need to be praised for
what they have done well in their work
instead of focusing on the negatives and
what the students need to work on.
I assessed student learning by providing
students with worksheets for their maths
work, after seeing which students
needed additional help with the work I
set up various groups with worksheets
of different difficulty levels, the
worksheets were marked as a class and
checked when the books were collected.
Professional
were marked as a class and
these were checked when the
students workbooks were
collected. This gave me a
chance to check where the
students were at and which
students needed more help.
This was a type of summative
assessment within the
classroom. (Standard 5.1)
I provided feedback for
students learning throughout
the placement, I often gave the
students informal feedback
throughout lessons when
helping them. I also gave
students written feedback in
their books when collected
approximately weekly, this
really allowed me an insight
into how much the students
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Amy Keith 22269786 Standard Five Professional
Experience 3

were learning when being

taught by me. This insight
allowed me to adjust my
teaching strategies and
content if needed. (Standard
5.1 and 5.2)

My mentor teacher wrote:

Amy provided students with
feedback informally, both
verbally and in written forms, in
all areas of work.

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Amy Keith 22269786 Standard Five Professional
Experience 3

Artefact: Comments from my final professional experience two report under standard five.

Amy
provided
students
with feedback
informally, both
verbally and in written forms, in
all areas of work.

References
Australian Institute of Teaching and School Leadership. (2011). Australian professional standards for teachers. Retrieved from:

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Amy Keith 22269786 Standard Five Professional
Experience 3

http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pd

Reynolds, L. (2013). Giving Student Feedback. InformED. Retrieved from

http://www.opencolleges.edu.au/informed/features/giving-student-feedback/