Artefact 3 Summative Assessment

This artefact is a summative assessment obtained from a mentor teacher of a

year two class. The task was for:
Students to create an ART PIECE to reflect their understanding
of the Scripture story of The Last Supper. These will be shared to
the class with a brief talk about their choice and their piece.

The assessment criteria for the unit and specific tasks are attached relevant to
the summative task.
The unit topic involved exploring the past through various experiences, and
making connections between the past and present and the integration of faith.
The classroom is one of three year-two classes which are held in open classrooms
made up of diverse learners including: students with very low ability reading
skills, and others with very high level skills working towards grade 3 progression
points for literacy and maths.
The task was assessed on students ability to connect the Eucharist as a key
liturgical event (the last supper), with their own experience and, the level of
detail they were able to use to explain the signs and symbols of the Eucharist.
The task was used at the end of a unit topic on faith and life as part of HASS.
The classrooms are inclusive, catering for student diversity because students
may complete tasks or learning in specific focus groups to assist them in
developing or extending their understanding. For example in a lesson where
students were to make connections between the Eucharist and learning about
the past and present, which was specific to the required understandings of the
summative task, the students who may have struggled in completing the task
independently were provided differentiated instruction and scaffolded learning
support in a specific focus group. Therefore enabling the students to have the
same content access (high expectations) and means of demonstrating their
learning, but with the required support to ensure student success, which is
essential in a differentiated classroom (Lawrence-Brown, 2004).
This also demonstrates constructive alignment, whereby the example above and
other learning activities (described below) enabled students to develop the
understandings required to complete their summative task. These
understanding were connected to learning outcomes through the use of WALT
(We Are Learning To) and WILF (What Im Looking For) therefore representing
constructive alignment between learning activities and learning outcomes
(Biggs, 2003).
Evidence of student learning was collected throughout the unit via formative
tasks and observations, and summative tasks. For example, student response
after listening to a scripture story of the last supper, and observations of their

ability to collect symbols as representations of the last supper for use in their
portfolio for their summative task. This enabled feedback to be given in a timely
way linking learning and assessment, and enabled students to make changes for
the purpose of the summative task, therefore making feedback useful and
valuable (Readman & Allen, 2013).
Having a number of formative tasks aligned with the summative task enabled
not only explicit feedback to be given to improve their learning, but also provided
a means for teachers to make comparable judgements of learning gathered over
a period of time as opposed to just one task, thereby providing reliability and
validity of the summative assessment (Readman & Allen, 2013). Comparable
judgements were also made on achievement through the use of consistency and
moderation. As the classrooms are open classrooms, the teachers plan
collaboratively and the tasks are aligned, therefore assessments are consistent
(Readman & Allen, 2013). The classroom teachers take focus groups at grade
level as opposed to their individual class. They also observe all students
participating in learning activities, this enables the teachers to collaboratively
assess student understanding using the same learning indicators through a
moderation process to enhance judgement (Readman & Allen, 2013).
Lastly the summative task also specifically catered for the diversity of learners
by the fact that students were able to present their summative task in a variety
of ways depending on their strengths and learning goals. For example
presentations submitted included dioramas, powerpoint presentations, and
drawings.

PERSONALISING
Opportunities for students to reflect on their learning throughout the topic and put
their learning into action in real-life contexts.
Learning Experiences
26/8/16
We Celebrate the Eucharist share big book and discuss
What can you see in the pictures?
Symbols and their meanings
Parts of Mass (We Gather - We listen - We Give Thanks - We are Sent out)

Scipture Think Pad response:

Students complete the sections of the Scripture Think Pad after listening to the story of
the Last Supper. WORDS, SYMBOLS, CONNECTION TO LIFE, PICTURES.
These will be collected for portfolio samples.
WALT... listen to a Scripture story and respond to it using a thinking tool.
August 29th - Sept 9th (several small sessions)
Students to create an ART PIECE to reflect their understanding of the Scripture story of
The Last Supper.
These will be shared to the class with a brief talk about their choice and their piece.
29th Aug
Discussion - what connections can we make between the Eucharist and our learning
about the PAST and PRESENT? Teacher to scribe onto poster for future reference.
Literacy link TAKE ME BACK by Anna Ciddor
WALT- think about the past and how things have changed
WILF - interesting connections
share the story book and make connections
In books Past/Present chart or responding in other ways
TFG for students who require help to write their ideas and what they have learnt.

Perspectives of the
past

Moving towards
standard.

At standard

Above standard

Vic Curric-History

Can identify
some similarities
and differences
between past
and present
using pictures &

Through supported
investigation- Identify at
least some aspects of
daily life that have
changed from the past.
And describe using

Through an
independent
investigation -Identify at
least some aspects of
daily life that have
changed from the past.

Identifying change

stories.

Vic Curric History

Identify significance

Identify the
significance of a
person or place
within their
family context.

sources of information
including interviewing
people,letters, diaries,
visuals
Identify the significance
of a person or place in
Geelong or the local
community or church.
Explain where, when or
why of the significant
person or place.

And describe using

sources of information
including interviewing
people,letters, diaries,
visuals.
Identify & explain the
significance of a
tradition or symbol or
story as well as a
person or place.

Vic Curric: Critical &

Creative Thinking
RE
Scriptural ThinkPad
Prayer, Sacrament &
Liturgy. P&CE. R&R

Students can
make a simple
connection
between
Eucharist (as a
key liturgical
event) and their
own experience

Students have made 1

strong connection
between Eucharist (as
a key liturgical event)
and their own
experience.

Choose some signs

and symbols of the
church to teach
somebody who may
not have been to
church before.

Identify and interpret

the signs and symbols
Identify the signs of the Eucharist (as a
and symbols of
key liturgical event).
the Eucharist (as
a key liturgical
event).

Students have made

several detailed
connections between
Eucharist (as a key
liturgical event) and
their own experience

Identify and interpret

and give a detailed
explanation about the
signs and symbols of
the Eucharist (as a key
liturgical event).