Escolar Documentos
Profissional Documentos
Cultura Documentos
Annotations
A succinct and thoughtful annotation of why each document demonstrates achievement of the standards is a significant feature of evidence. Each piece of supporting evidence
must be annotated by the teacher to demonstrate achievement of one or more standard descriptors of the Australian Professional Standards for Teachers at the level of Graduate
Teacher (BOSTES, 2015, p. 7).
Note the focus area and standard Note the type of artefact / Describe the artefact / document and indicate the Describe how the artefact / document
descriptor/s the artefact / document document possible impact or result on teaching and/ or meet the standard descriptors you
reflects student learning have identified.
5.1 - Assess student learning A selection of This artefact is a selection of assessment and Throughout the unit of work
Demonstrate understanding of assessment and marking marking criteria for a history unit of work informal and formal assessment
assessment strategies, including criteria from unit of work designed for stage 1 looking at family histories. strategies are utilised. Students
informal and formal, diagnostic, developed for Southern The name of the unit of work is What is my engage in discussions, make
formative and summative Cross University unit history? Learning about my familys past. The comparisons, recount events and
approaches to assess student EDU20008- Human complete unit of work details literacy notes, answer higher order thinking
learning. Society and its links to other key learning areas, resources, questions throughout the unit of
Environments: syllabus outcomes, values and attitudes, work. I have demonstrated by
5.2 - Provide feedback to students Curriculum & Pedagogy. assessment and learning experiences. The ability to select appropriate
on their learning focus will be on a selection of integrated assessment strategies to meet
Demonstrate an understanding of assessment and a marking criteria for a specific outcomes and address the
the purpose of providing timely and Webquest designed for this unit of work. essential history skills listed in the
appropriate feedback to students syllabus. A variety of assessment
about their learning Through developing the assessment for this strategies are used to ensure that
unit of work my understanding types of all student have opportunities to
Additional APST focus areas that assessment and how authentic assessment can demonstrate their understanding
would be applicable to this artefact: be integrated throughout lesson sequences has (APST 5.1).
1.4 - Strategies for teaching been significantly impacted. It is essential that
Aboriginal and Torres Strait assessment be integrated into lessons every The inclusion of marking criteria,
Islander students day (Gilbert, 2014). I ensured that during the assessment rubrics, higher order
2.6 - Information and development of this unit of work there were questioning, self-assessment and
Communication Technology both informal and formal opportunities for a peer assessment demonstrates my
(ICT) teacher to assess students and teachers would understanding of providing students
Meghann Bailey 22231934 Southern Cross University
3.2 - Plan, structure and have many opportunities to assess student with feedback on their learning.
sequence learning program understanding. For example, it is suggested Formative assessment strategies
3.3 - Use teaching strategies that teachers observe students, ask questions also ensure that feedback can be
3.4 - Select and use resources to check for understanding and ask students to provided to students during the
make self-assessments/peer-assessments of learning process so that students
their and others work. Throughout the lesson can make adjustments or seek
sequence students are asked to complete a clarification for their understanding
series of assessment tasks while completing a (APST 5.2).
Webquest, which culminates in a final online
presentation and summative assessment. For
this assessment to be effective planning for
assessment had to be considered. Planning for
assessment is done by an effective teacher
(Gilbert, 2014). To plan for effective
assessment, I ensured that the NSW History K-
10 and Human Society & its Environments K-6
Syllabi were used as guides but also students
had opportunities to demonstrate their
understanding in a variety of forms (Board of
Studies and Education Standards NSW, 2006;
Gilbert, 2014; NSW Educational Standards
Authority, 2012).
References
Australian Institute for Teaching and School Leadership. (2014). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Board of Studies Teaching & Educational Standards NSW. (2006). Human Society & Its Environment K - 6 syllabus. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/93e2f966-0629-492b-9ae6-4a3b052edf98/k6_hsie_syl.pdf?MOD=AJPERES
Gilbert, R. (2014). Assessment for student learning. In R. Gilbert & B. Hoepper (Eds.), Teaching humanities and social sciences: History, geography,
economics & citizenship in the Australian curriculum (5th ed.) (pp. 98-114). South Melbourne, VIC: Cengage learning Australia
Marsh, C. (2010). Becoming a Teacher: Knowledge, skills and issues (2nd ed.). Frenchs Forest, NSW: Pearson Australia.