Note the focus area and standard Note the type of Describe the document / artefact and Describe
Describe how the document /
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.
artefact / document indicate the possible impact or result of the artefact meets the standard
artefact / document on teaching and/ or descriptors you have identified.
student learning
This artefact is a My mentor teacher and I worked The assessment strategy was
work sample from together to design an open-ended used as a summative record
my 3rd professional assessment task for working with large of what each student had
experience numbers that would allow all students, learned and subsequently a
regardless of their ability to express formative record of what
I worked with my their full capabilities. Leading students required further
mentor teacher to Australian expert in primary assistance with the topic
design an open- mathematics Anita Chin, promotes (APST: 5.1).
ended assessment open-ended tasks as a powerful tool
task for the math that enables the content to be
topic of working accessible and rigorous for all
with large numbers students, regardless of their ability
for a stage 3 (Anita Chin Mathematics Consultancy,
composite class. 2016). All students were required to
start with task card 1 and were only Students were provided with
I chose this artefact timely, one to one feedback
as it demonstrates permitted to progress to the following
on their learning and were
my understanding task card once they had their current
given the opportunity to
of rich assessment card marked and signed off by a
receive their overall grade for
and ability to teacher. This ensured they could not
the topic (APST: 5.2).
provide feedback to rush through questions. This also
students on their provided students with immediate one
learning. to one feedback that provided
clarification and reasoning behind their
results. Hattie (1999) advised that
feedback has a significant impact on
learning and describes it as the most
powerful moderator that enhances
student achievement.
 References

Anita Chin Mathematics Consultancy (2016) Asking open-ended questions to differentiate instruction. Anita Chin Mathematics
Consultancy. Sydney, NSW. Retrieved from:
http://www.anitachinmaths.com.au/uploads/6/9/0/3/69038219/flyer_chinup_201016_oeq3-6_deps.pdf

Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. Retrieved from:
http://www.aitsl.edu.au/

Hattie, J. A. (June, 1999). Influences on student learning. Inaugural professional address. University of Auckland, New Zealand.