Note the focus area and standard

descriptor/s the artefact / document reflects

Note the type of artefact /

document

Describe the document / artefact and indicate the

possible impact or result of the artefact / document on
teaching and/ or student learning

Describe how the document / artefact

meets the standard descriptors you have
identified.

Standard 5
Assess, provide feedback and
report on student learning

This artefact is a
selection of Plan: Best
Start assessment
documents that I worked
with and applied during
my final practicum. The
documents include
completed literacy and
numeracy analysis
recordings and analysis
guides used for
evaluation The
documents provide an
example of diagnostic
assessment that was
completed in the first
week of kindergarten.

One of my goals in my final practicum was to

engage in and improve my practice in
assessment.

APST 5.1
The foundation of Best Start
demonstrated an understanding and
successful completion of a diagnostic
assessment process.

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 judgments
Demonstrate understanding of
assessment moderation and its
application to support consistent and
comparable judgments of student
learning.
5.4 Interpret student data
Demonstrate the capacity to interpret
student assessment data to evaluate
student learning and modify teaching
practice.

Best Start is an initiative run in all government

schools and it is intended to ensure that all
students are on track in their literacy and
numeracy learning by Year 3. I was lucky
enough to be placed on a kindergarten class on
my final practicum where I was there from day
one of a new year. This meant that it was the first
day of school for the children in my class where
being a government school they first took part in
The Best Start Kindergarten Assessment. My
practicum teacher thourally engaged me in the
assessment process in which I was able to
undertake diagnostic assessment where I
recorded student data, compared this data against
criteria, interpreted student data and
subsequently, reported on student achievement.
I understood that I was examining what my
students knew prior to beginning kindergarten
and what they could/can do prior to school. This
assisted me to develop an accommodating

APST 5.3
Through consistent and comparable
judgment with the analysis guides,
the evaluation of the student data
indicate where students stand and
further, the knowledge,
understanding and skills expected to
be acquired by the end of a stage as a
result of effective teaching and
learning.
APST 5.4
This type of structured assessment
endorsed interpretation of student
data to evaluate students prior
knowledge and skills upon starting
kindergarten.
APST 5.4

5.5 Report on student achievement

Demonstrate understanding of a
range of strategies for reporting to
students and parents/carers and the
purpose of keeping accurate and
reliable records of student
achievement.

learning program coherent and supportive of all

needs and abilities.
Additionally, it provided a baseline against
which to assess student progress.

The data acquired was reported on

and transferred into a professional,
accurate and reliable record system.