Meghann Bailey
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
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 their learning
Additional APST focus areas that
would be applicable to this artefact:
1.4 - Strategies for teaching
Aboriginal and Torres Strait
Islander students
2.6 - Information and
Communication Technology
(ICT)
22231934
Note the type of artefact / Describe the artefact / document and indicate the
document possible impact or result on teaching and/ or
student learning
A selection of This artefact is a selection of assessment and
assessment and marking marking criteria for a history unit of work
criteria from unit of work designed for stage 1 looking at family histories.
developed for Southern The name of the unit of work is What is my
Cross University unit history? Learning about my familys past. The
EDU20008- Human complete unit of work details literacy notes,
Society and its links to other key learning areas, resources,
Environments: syllabus outcomes, values and attitudes,
Curriculum & Pedagogy. assessment and learning experiences. The
focus will be on a selection of integrated
assessment and a marking criteria for a
Webquest designed for this unit of work.
Through developing the assessment for this
unit of work my understanding types of
assessment and how authentic assessment can
be integrated throughout lesson sequences has
been significantly impacted. It is essential that
assessment be integrated into lessons every
day (Gilbert, 2014). I ensured that during the
development of this unit of work there were
both informal and formal opportunities for a
teacher to assess students and teachers would
Southern Cross University
Describe how the artefact / document
meet the standard descriptors you
have identified.
Throughout the unit of work
informal and formal assessment
strategies are utilised. Students
engage in discussions, make
comparisons, recount events and
answer higher order thinking
questions throughout the unit of
work. I have demonstrated by
ability to select appropriate
assessment strategies to meet
specific outcomes and address the
essential history skills listed in the
syllabus. A variety of assessment
strategies are used to ensure that
all student have opportunities to
demonstrate their understanding
(APST 5.1).
The inclusion of marking criteria,
assessment rubrics, higher order
questioning, self-assessment and
peer assessment demonstrates my
understanding of providing students
Meghann Bailey
3.2 - Plan, structure and
sequence learning program
3.3 - Use teaching strategies
3.4 - Select and use resources
22231934 Southern Cross University
have many opportunities to assess student with feedback on their learning.
understanding. For example, it is suggested Formative assessment strategies
that teachers observe students, ask questions also ensure that feedback can be
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).
Student learning will be impacted by the
assessment in this unit of work through
students having many different opportunities
to demonstrate their understanding and by
providing opportunities for feedback and
where further teaching may be required. The
use of a variety of assessment strategies
ensures all students can express their
understanding (Gilbert, 2014). Some students
may excel at expressing their understanding in
Meghann Bailey 22231934 Southern Cross University

written form, while others may find it easier to

discuss their understandings. Furthermore, a
teacher can make an informed decision in
regards to syllabus outcomes and adapt future
teaching to ensure these outcomes are met
(Marsh, 2010). The use of clear and explicit
marking criteria which was displayed on the
Webquest ensures that students are aware of
what aspects of their understanding is being
assessed for each task. The differences in levels
are outlined explicitly and feedback can be
directed towards specific aspects. Specific
focus on one or two aspects in an assessment is
far more effective then assessment based on
all aspects of desired learning in one task
(Gilbert, 2014).
Meghann Bailey 22231934 Southern Cross University

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.

NSW Educational Standards. (2012). History K - 10 syllabus. Retrieved from http://syllabus.bostes.nsw.edu.au/hsie/history-k10/