Annotation of students work samples

Note the focus area and

standard descriptor/s the
artefact / document reflects

Note the type of

artefact / document

Describe the artefact / document

and indicate the possible impact or
result on teaching and/ or student
learning

Describe how the artefact / document

meet the standard descriptors you have
identified.

2.2 Content selection and

organisation
Organise content into an
effective learning and
teaching sequence.

This artefact is a
picture of two
students marked
work samples. The
work which the top
three groups
completed consisted
of three pages of
similar content to
that pictured, with a
focus on solving
word problems. This
work was provided
as an extension for
groups four and five.

During the previous two weeks,

students had been engaging in
content regarding addition,
time, and measurement. These
concepts were taught by other
teachers as well as myself. It
was my intention to see how
students used their prior
knowledge of these concepts in
new situations, while still
attending to the weeks focus
outcomes from the NSW K-10
Mathematics Syllabus
surrounding word problems.

The artefact drew from the

students prior knowledge (including
knowledge gained in the prior
weeks topics), matched the
lessons outcomes, and provided
information which allowed me to
plan future learning and teaching
sequences that scaffolded learning
to meet students personal ZPD
(APST 2.2).

2.3 Curriculum,
assessment and reporting
Use curriculum, assessment
and reporting knowledge to
design learning sequences
and lesson plans.
5.1 Assess student
learning
Demonstrate understanding
of assessment strategies,
including informal and formal,
diagnostic, formative and
summative approaches to
assess student learning.
5.4 Interpret student data
Demonstrate the capacity to

Supporting this
artefact is the scope
and sequence with
which the lesson
was derived (week
5).

From this work sample I was

able to assess what the
students understood. This
image indicates the differences
in understanding by two
students, and allowed me to
provide specific feedback to
individual (and all) students, as
well as plan future lessons

The task was used as a summative

and formative assessment; allowing
me to plan future lessons which not
only suited the current sequence of
lessons planned (based on NSW
syllabus outcomes), but also
allowed for a more relevant lesson
which attended to the students
specific needs at that time (APST
2.3).
The artefact was used as a formal
summative (and formative)

interpret student assessment

data to evaluate student
learning and modify teaching
practice.

which take into account the

current understanding of a
variety of students.
Following this assessments
analysis, I was able to provide
timely and specific feedback,
and plan a more substantially
differentiated lesson the
following day. This not only
allowed students to learn the
current content in regards to
their current ZPD, but extended
those students who were in
need of more challenging work
in regards to their personal ZPD.

assessment task, which after

analysis was able to be used as an
indication of the students current
understanding of relevant topics.
Throughout the observation of
students undertaking the work,
informal formative assessment was
able to take place. This resulted in
me having a deeper understanding
of the students final work sample:
allowing me to plan more relevant
work to meet students needs (APST
5.1).
After analysing the two work
samples, I was able to determine
that one student understood the
content and one did not. From here,
timely one-on-one feedback was
exchanged between the students
and myself, with the verbal
exchanges providing me with a
deeper insight into the students
thinking. Subsequent lessons drew
from these assessment results and
involved providing extension work
around the weekly topic for one
student, and more closely
scaffolded activities for the other.
Both activities were differentiated

from the same lesson (APST 5.4).