Standard five: Assess, provide feedback and report on student learning

The following are excerpts from EDMA202: Learning and Teaching

mathematics 1; this assessment task required me to administer a mathematics
assessment interview, analyse the data and plan a lesson that catered to the
needs of the student from the interview.
Nutshell statement:
Katherine can count backwards and forwards by 1s from a variety of numbers between 0 and 100.
She can count from x by 2s, 5s and 10s and can correctly order 2, 3 and 4-digit numbers. She can
successfully read and interpret a 2 and 3-digit number chart and can correctly identify the number that
is missing with the use of the count on strategy.
Katherine is also experienced at using a calculator to type 4-digit numbers as well as ordering
numbers between 3569 and 3956 from smallest to largest. She can use the known fact and count down
strategy for solving subtraction problems as well as using tens and doubles facts to solve addition
problems.
Katherine can also solve multiplication problems through the use of modelled objects such as
teddies and tennis balls and can apply her known multiplication facts to solving dotted array problems
including a 4x5 array.
Furthermore Katherine can successfully estimate where numbers are on a number line ranging
from 0 to 1,000,000 and can identify numbers that come before and after one another within this
range.
Lesson plan rationale:
The construction of my lesson stemmed from Katherines applied knowledge in the interview. She
demonstrated significant understanding in all the multiplication questions, successfully counting on
from x by 2s, 5s and 10s and correctly solving multiplication problems through the use of modelled
objects such as teddies and tennis balls. However, she struggled significantly with the division
equations presented in the interview. After noticing Katherine couldnt perform 16 2 or 60 10
mentally, but could perform 15 3 by sharing the teddies into groups I decided to expand on
Katherines knowledge of partitioning to further her understanding of division.
I know that Katherine can read and write division equations because when asked to read the
equation 16 2 in the interview she read it aloud correctly, this suggests that Katherine understands
what the equation is asking but cannot execute it mentally. I therefore chose to focus this lesson on
using partitioning with counters as it as a way to interpret division equations so that the students could
use materials and models to solve the problems and explain their answers.



Comment [M1]: This artefact is
detailing how I have interpreted the data I
gained from the mathematics interview.
From this data I was able to analyse and
evaluate student understanding of the
mathematics presented.
Comment [M2]: Demonstrated here is
my ability to use the appropriate assessment
tools and strategies to gain insights into
students understanding. In addition to this, I
have illustrated how I can interpret student
data and modify my teaching practice to
benefit the students future learning of
mathematics. I have therefore shown in
both these artefacts how I have successfully
achieved focus area 5.4: interpret student
data.
This is an excerpt from EDLA309: Literacy Education 2; this assessment task required me to create a literacy planner for
EAL/D students in grade 5.

TEACHING & LEARNING CYCLE
(Identify step in the T & L cycle and the
literacy learning intention or sessions
focus)

WHOLE CLASS
Tuning In
(Identify a strategy or a tool to help
activate prior knowledge and/or to
introduce the topic.)

MINI LESSON
(Explicitly model the use of a new
strategy or a tool to assist with the
literacy learning intention or focus of
the session and to prepare students
for successful completion of the set
task. Reference to Wing Jan include
page details)

INDEPENDENT
LEARNING
(Extended opportunity for students to
work in pairs, small groups or
individually on a set task. Time for
teacher to probe students thinking or
work with a small group for part of the
time. Reference to Wing Jan include
page details)

SHARE TIME AND
TEACHER SUMMARY
(Focussed teacher questions and
summary to draw out the knowledge,
skills and processes used in the
session)

ASSESSMENT
STRATEGIES
(should relate to literacy learning
intention or focus of the session.
Includes how & what you will use to
make a judgment on students
attempt/work)
Session 4
Building text
knowledge/ Guided
activities to develop
vocabulary and text
knowledge

To identify the
remaining language
features of an
information report.
Discussion
Using the model text on
the IWB. Ask the
students:

What do you notice
about the language
of this report?
Are there a lot of
descriptive words in
this report?
Shared reading and
Model
Following the previous
lesson, jointly highlight
the verbs in the model
text and classify which
verbs are doing and
which are relating.

Explain that relating
verbs are used to express
what something is and
what it belongs with.

Think-Pair-Share
In pairs students discuss
each verb and whether it
expresses what
something is or what
something belongs with.
Group
reading/annotation
Give copy of the model
text to groups and jointly
highlight the descriptive
words/phrases and
specialised vocab in the
report and the aspect
which they are referring
to.
Teaching group of 4
EAL students:
EAL students are given a
copy of the model text.
Students categorise the
verbs into doing or
relating verbs. Working
with the teacher they use
a thesaurus to change
only the doing words
from the model text.
Share Time
Students share the
specific vocab and
descriptive words they
highlighted in their text.

Explore the use of verbs
in the text. If any
misconceptions arise
during discussion use as
an opportunity to model
further to clarify
understanding.
Record students
contributions during
share time. Note
students difficulties with
any of the words
highlighted and/or the
use of and types of verbs
explored during the
lesson. Note EAL
students difficulties with
categorising and
changing verbs in the
model text.

Comment [M3]: This extract
demonstrates my ability to use informal
assessment to monitor students composition
and comprehension of the language used to
construct specific texts. In this instance, the
extract is assessing the students ability to
identify the language features of an
information report, thereby revealing my
achievement of focus area 5.1.
This is an excerpt from EDFD220: Teaching and managing learning
environments; this assessment task required me to design a unit of work using
the appropriate curriculum documentation.
Activities Supporting the activities Assessment
Ask students to work in small
groups to:
Develop and record predictions
about the most direct evacuation
route, in consultation with the
maps they have developed
previously in activity 1.
Share ideas and agree on
informal and formal
measurement methods that are
appropriate to measure the
evacuation route.
Use correct symbols to identify
their measurements e.g. cm,
mm.
Record measuring results
precisely.
Interpret their results and
compare findings with their
other groups results.
Record the best evacuation
route within the school, on their
maps from activity 1.
Support students to use skills
they have developed in activity
1when interpreting their map.
Encourage students to extend
their ideas and predictions,
always encouraging and
facilitating productive
conversation between
classmates.

Encourage the children to use
their prior knowledge to make
informed predictions and extend
their ideas.
Ensure that all instructions and
expectations are clearly written
on the board.

Provide the children with a
strict time limit and continually
remind them of the time
remaining.
Provide a myriad of measuring
equipment that allows for
formal and informal
measurement e.g. meter rulers,
tape measure, stuffed snakes,
books etc.
Encourage the children to use
mathematically exclusive
language throughout the
activity.
Facilitate and provide structure
to the group presentations
Assessment as learning
Provide continuous
opportunities for reflection so
that students can self-assess and
receive feedback from peers
within the group.
Students develop awareness of
different skills they use to
predict, measure, and verify
their findings.
Communicating effectively
within their group and ensuring
all members are included.
Assessment of learning
Justify their selected use of
resources.








Present their results to the class
confidently, showing an
understanding of their findings.

Comment [M4]: I have shown here how
I can successfully use a variety of strategies
(assessment for and assessment as learning)
to assess student understanding. This
further demonstrates my achievement of
focus area 5.1: assess student learning.