Emma Leman 22259169 - Annotation Document 1
Annotations
Note the focus area and standard
descriptor/s the artefact /
document reflects
Standard 5: Assess, provide
feedback and report on
student learning.
5.1 Assess student learning.
Demonstrate understanding of
assessment strategies,
including informal and formal,
diagnostic, formative and
summative approaches to
assess student learning.
Note the type of Describe the document / artefact and
artefact / document indicate the possible impact or result of the
artefact / document on teaching and/ or
student learning
This artefact is a This running record is one of many
copy of a PM undertaken as part of a whole class,
Benchmarking benchmarking assessment. Brady and
reading record I Kennedy (2012) state that a key
performed as part of principle for quality assessment is that it
a diagnostic should improve learning. This document
assessment for a is evidence of this as it presents
Year 2 student. teachers with the ability to analyse the
students reading data. It provides the
teacher with key areas for future
development and is also a tool for
accurate differentiation during literacy
and reading groups, placing students
among similarly levelled peers. From
this artefact, we can observe this
student implementing reading strategies
Describe how the document /
artefact meets the standard
descriptors you have identified.
This document aligns with the
Australian Professional
Standards For Teachers
Standard 5 as it is
demonstrates an
understanding and ability to
implement assessment
strategies. This reading record
provides teachers with a
standardised method of formal
assessment. It can be a
diagnostic tool, providing
students with a starting place
for reading levels. Additionally,
this assessment can be utilised
as a form of formative
 Emma Leman 22259169 - Annotation Document 1

such as predicting, self-correction and assessment, allowing the

attending to meaning. Fluency and
faster decoding was an area for
improvement in the future. A teacher can
use this data to adjust teaching to
include opportunities for development in
these areas and group the student with
others who may need similar assistance.
References:
teacher to witness the reading
strategies implemented by the
student, noting their strengths
and areas for future
development.

Brady, L., & Kennedy, K. J. (2012). Principles and strategies for reporting student achievement (chp 7). In Celebrating student
achievement: Assessment and reporting pp.100-118. Frenchs Forest, NSW: Pearson: Australia.