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provided
opportunities
for
students
to
learn
from
and
how
to
demonstrate
this
learning
in
the
future
(AITSL).
Feedback
was
given
in
a
timely
manner
and
aligned
with
the
checklists
(AITSL,
2014).
The
feedback
was
justified
as
to
why
the
students
received
the
mark
they
did
and
explained
what
the
students
need
to
work
on
in
the
future,
in
order
to
receive
healthier
marks
(AITSL,
2014).
This
assessment
piece
(Students
product,
grade
and
written
feedback)
was
shown
to
parents
as
a
reliable
record
of
student
achievement
(AITSL,
2014).
Picture
of
artefact
one:
As
a
class,
students
will
listen
to
a
piece
of
Mozart
music
Before
summative
assessment
commence
students
will
discuss
as
a
class
-This
music
is
exciting,
sad,
energetic
-It
makes
me
feel
happy,
scared,
excited
-It
reminds
me
of
the
beach,
holidays,
a
storm
Music
piece:
The
best
of
Mozart
Unit
Collage
(Informal
assessment)
Description
of
the
Artefact:
This
type
of
assessment
is
a
unit
collage
that
I
have
sourced
from
a
friend
who
is
a
year
one
teacher.
The
assessment
is
presented
on
an
A4
piece
of
paper.
Within
the
middle
of
the
piece
of
paper
is
a
section
for
the
topic
and
around
the
section
for
the
topic,
is
a
total
of
eight
sections
for
subtopics.
The
unit
collage
can
be
used
in
any
learning
area
and
is
suited
for
year
ones,
two
or
threes.
However,
in
this
case,
the
unit
collage
was
used
with
year
twos,
as
my
friend
has
identified
most
of
her
students
as
visual
learners.
The
artefact
in
use:
Students
will
use
the
unit
collage
when
they
are
presented
with
a
new
topic.
The
teacher
will
encourage
the
students
to
write
the
new
topic
within
the
topic
section
and
then
subtopics
that
relate
to
the
main
topic
within
all
the
rest
of
the
eight
sections.
For
example,
if
students
were
learning
about
the
topic
sun
smart,
this
is
what
they
would
write
within
the
topic
section
and
then
within
the
subtopic
sections
they
would
write
sunscreen,
zinc,
sunglasses,
hat,
t-shirt,
pants,
umbrella
and
shade.
Finally,
students
will
fill
the
subtopic
sections
in
with
what
they
think
is
a
relatable
visual
representation.
Catering
for
diversity:
The
unit
collage
caters
for
student
differentiation
as
it
enables
students
to
demonstrate
their
understanding
through
written
and
visual
representations.
This
is
important
because
some
students
learn
most
effectively
when
presented
with
visual
representations.
Therefore,
visual
learners
should
be
tasked
with
creating
visual
and
nonlinguistic
representations
of
information.
From
past
experiences
within
the
classroom,
my
friend
has
identified
that
students
who
create
visual
representation
of
a
concept
are
better
able
to
comprehend
and
recall
that
concept.
Within
the
unit
collage
differentiation,
can
also
be
applied
further
as
students
can
use
graphic
representations,
physical
models,
photographs
or
drawings.
These
representations
allow
students
to
expand
on
the
knowledge
they
have
gained
and
clear
language
barriers
if
reception
is
difficult
to
comprehend
for
some
students.
Assess,
provide
feedback
and
report
on
student
learning:
The
assessment
is
used
to
collect
content
knowledge
and
performance
drive
(AITSL,
2014).
It
is
also
used
to
make
a
comparison
between
a
student
and
the
average
student
of
that
grade
level
(AITSL,
2014).
This
will
help
the
teacher
to
inform
day-to-day
instruction,
so
the
teacher
can
see
progress
or
identify
where
certain
students
need
help,
before
reaching
the
summative
assessment,
strongly
aligning
with
standard
5.4
(AITSL,
2014).
Throughout
the
duration
of
the
informal
assessment
the
teacher
can
provide
over
the
shoulder
marking,
which
enables
students
to
distinguish
if
they
are
on
the
correct
track
and
if
they
are
not,
to
re-direct
them,
using
direct
points
from
the
teacher
(AITSL,
2014).
Checklists
will
be
given
to
every
student
so
they
are
aware
of
what
is
expected
of
them
in
regards
to
the
informal
assessment.
Students
will
receive
written
feedback
however;
will
not
receive
a
final
mark,
as
it
is
only
an
informal
assessment
(AITSL,
2014).
Picture
of
artefact
two:
Mini
whiteboard-
(Used
for
a
formative
assessment)
Description
of
artefact:
This
assessment
resource
was
used
by
one
of
my
mentor
teachers.
It
is
a
small
whiteboard
that
is
no
bigger
that
an
A4
sheet
of
paper.
Students
were
also
required
to
use
a
white
maker
and
have
with
them
a
white
board
eraser
or
small
cloth
for
erasing
work.
The
mini
white
board
can
be
used
within
any
curriculum
subject
and
for
any
year.
My
mentor
teacher
constantly
used
the
mini
white
boards
when
teaching
English
and
mathematics.
The
artefact
in
use:
Students
would
use
this
type
of
assessment
resource
during
a
matt
session.
Students
were
to
raise
their
boards
during
class
to
offer
responses
to
a
question
or
problem
raised
by
the
teacher.
For
example,
in
English,
students
were
encouraged
to
change
Damien
runs
into
a
fuller
sentence.
One
at
a
time
the
teacher
would
pull
out
a
how?
where?
when?
with
whom?
or
why?
card,
then
students
where
to
write
how
Damien
runs.
After
their
sentences
would
be
checked
and
erased
ready
for
the
next
card
to
be
pulled
out.
Catering
for
diversity:
The
mini
whiteboards
are
flexible
and
are
ideal
for
use
in
a
differentiated
classroom.
They
can
be
used
for
answering
questions,
solving
math
problems,
illustrating
concepts,
generating
lists,
composing
sketches
and
creating
graphic
organizers.
If
teachers
feel
the
need
to
re-engage
their
learners
throughout
any
learning
content,
they
can
create
a
brief
activity
with
the
mini
whiteboards.
Throughout
the
day
the
mini
whiteboard
can
be
used
for
short
practice,
warm-ups
or
reviews.
They
can
also
be
used
by
individuals,
pairs
or
small
groups.
Lastly,
the
mini
white
boards
can
be
used
for
students
to
write
or
draw
something
that
makes
a
connection
to
the
previous
days
lesson.
Visual
learners
are
aided
by
the
use
of
images
and
colour.
Tactile
learners
are
supported
by
the
physicality
of
writing
or
drawing,
raising
their
boards
and
the
interactive
environment
the
resource
creates.
Assess,
provide
feedback
and
report
on
student
learning:
This
resource
used
when
assessing
aligns
with
standard
5
of
the
Australian
Institute
for
Teaching
and
School
Leadership
(AITSL,
2014)
as
it
enables
the
teacher
to
get
on-the-spot
information
and
to
see
if
students
were
absorbing
knowledge
or
if
there
were
any
areas
of
confusion
(AITSL,
2014).
Depending
on
student
understanding
the
teacher
would
instantly
change
the
direction
of
the
lesson
to
re-teach
a
part
if
needed.
Re-teaching,
aligns
with
standard
5.4
of
the
Australian
Institute
for
Teaching
and
School
Leadership
as
the
teacher
is
interpreting
student
learning
and
then
modifying
the
lesson
(AITSL,
2014).
Relevant
oral
feedback
during
tasks
were
given
individually
and
generically
to
highlight
learning
achievements,
learning
improvements
or
what
the
students
have
learnt
(AITSL,
2014).
Picture
of
artefact
three
(Picture
taken
on
practicum):