Hodgins_A_17943956_A2_Edp323

Artefact 1:
Diagnostic Assessment: Place value assessment interview (one-on-one
interview).
The chosen artefact was used as part of an assignment for the unit EDP243
Children as Mathematical Learners. The one-on-one interview was used as a
diagnostic assessment to diagnose a year 5 students understanding of place
value. The document was provided by Curtin University however it was adapted
from the Mathematics Assessment Interview (MAI). The Mathematics Assessment
Interview was originally developed by the Australian Catholic University in
2011.This assessment strategy is highly beneficial and is suitable to use with
students of diverse needs. It is particularly useful for assessing students who are
visually impaired, use English as a second language, or have learning difficulties
that affect their comprehension of written language, such as dyslexia. Although
this one-on-one interview is scripted, unlike written assessments educators are
immediately aware if the student they are assessing provides an incorrect
answer. The educator is then able to modify the language that they use to ensure
that their students have not misunderstood the question. This assessment
strategy also provides all students, including those with reading and writing
difficulties with the opportunity to communicate their understanding. As a result
the implementation of one-on-one interviews increases the reliability and
validation of the data that is collected oppose to written assessments (Clarke,
Clarke & Roche, 2011). This Assessment strategy relates to standard 5.4 of the
Australian Professional Standards for Teachers as it involves educators
interpreting the assessment data of students to evaluate their knowledge
regarding place value and enables them to modify their teaching practices
("Standards | Australian Institute for Teaching and School Leadership," n.d.)

Artefact 2:
Diagnostic, Summative and Formative Assessment: KWHL chart.
This particular artefact was used as part of a unit of work for an assignment in
the unit EDP315 Society and Environment Education. This assessment tool was
used throughout the course of the unit as an informal diagnostic, formative and
summative assessment tool. It was chosen as an artefact in this assignment due
to the fact it is three assessment methods in one and because of how beneficial
KWHL charts are to use with inquiry-based learning tasks and for students in
regards to self-assessment. KWHL charts are implemented in a structured
process and are used to inform educators of the existing knowledge that their
students have prior to the commencement of an investigation. It also informs
educators of their students interest in regards to the topic that is being taught
and where questions lie, educators can use this information to guide their
teaching, enhance student engagement and deliver content that motivates their
students to learn. KWHL charts are used to assist students and educators to
develop a plan of action, promote higher-order thinking skills and allow students

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to take ownership over their learning (Department of Education, 2007). KWHL are
useful to use with students of diverse abilities as it involves revision, self
-assessment and in this context was reviewed regularly by the educator so that
they could map their students progress and provide their students with regular
feedback. Therefore this particular assessment strategy relates to standard 5.2
of the Australian Professional Standards for Teachers as it involves educators
providing their students with appropriate and timely feedback regarding their
learning ("Standards | Australian Institute for Teaching and School Leadership,"
n.d.). In addition it also relates to standard 5.1 of the Australian Professional
Standards for Teachers as the educator demonstrate an understanding of how a
graphic organiser can be used as an informal diagnostic, formative and
summative assessment tool to assess their students learning ("Standards |
Australian Institute for Teaching and School Leadership," n.d.).
Artefact 3:
Benefits of Information and communication technologies (ICT) in regards to
assessment:
This assessment strategy was chosen as an artefact due to their benefits in
teaching and learning. Digital assessment tools elicit active engagement from
students within and beyond the classroom. Majority of students in todays
society have high levels of digital fluency due to the use of information
communication technologies for social and enjoyment purposes. (Readman &
Allen, 2016, p. 264). As a result students are more inclined to engage in
assessment that involve the use of Information communication technologies
compared to other assessment methods such as written assessments. Immersing
students in assessment tasks involving the use of ICT reflects Blooms taxonomy
as students are required to use different levels of thinking from their lowest to
highest-order thinking (Readman & Allen, 2016, p.287).
ICT assessment tools can be adapted to communicate with a variety of
audiences such as other educators and parents as they are interactive,
multimodal, automated and are suitable for use among different contexts. When
used in the classroom for teaching and assessment purposes, they engage
students, give them greater control over their own learning and transform the
way that they think and learn (Readman & Allen, 2016, p.263). They are highly
beneficial when used to assess students who use English as a second language
and / or have learning difficulties due to their versatility. The Auditory features of
ICT tools are useful in assessing students with visual impairments or learning
difficulties that affect reading and writing comprehension. Whilst the visual
features of ICT tools are useful in assessing students who have hearing
impairments or on the Autism spectrum. The use of ICT for assessment purposes
relates to standards 5.1, 5.2, 5.3, 5.4 and 5.5 of the Australian Professional
Standards for Teachers as it enables educators to assess their students learning,
interpret assessment data, provide feedback regarding assessment and report
their students achievement ("Standards | Australian Institute for Teaching and School
Leadership," n.d.).

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