Evidence 5
Annotation 5
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
STANDARD 5 - Assess,
provide feedback and report
on 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.
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
Student work The artefact is a work sample
sample with written completed by a student. The students
feedback to student. had been learning about book reviews
and they were required to use their
knowledge and understanding of a
book review to write about a book read
to the class. I scaffolded the students
by providing them with a worksheet to
guide them through what needs to be
included in their individual book review
and the level of information expected.
Feedback was provided to students
throughout the lesson and they were
all guided through each section and
encouraged to think in more detail
what they could say. Feedback was
provided throughout the writing,
highlighting areas that were of a good
standard and other areas that required
more thought.
Brady and Scully (2005) highlight the
Describe how the document /
artefact meets the standard
descriptors you have identified.
The artefact demonstrated
the use of written feedback to
a student on their learning.
The feedback was
appropriate in that it showed
the student areas that were
done well, areas that could
have been extended. Where
the student used the word
some too many times, it was
highlighted and verbally
addressed with the student.
Praise was provided where
the student demonstrated
use of conjunctions to
improve writing (5.2)
 need for specific feedback and to
motivate students to improve their
efforts. The artefact is a formative
assessment used to provide specific
feedback to students to ensure they
understand their new goals and area
of focus. Students demonstrated
difficulty in areas, such as providing an
adequate explanation for their
response to the book. This provided
me with a focus point for the next
lesson, which was providing more
detail in their responses by using
conjunctions such as because.

Brady, L., & Scully, A. (2005). Engagement: Inclusive classroom management. Frenchs Forest, NSW: Pearson Education
Australia.