Annotations: This formative assessment activity demonstrates understanding of the use of curriculum content, specific skills including metalanguage and numeracy strategies in developing assessment (focus areas 2.1.1, 2.3.1 and 2.5.1). This evidence also demonstrates knowledge of creating challenging learning experiences, selecting appropriate teaching strategies and creating and using curriculum centred resources (focus areas 3.1.1, 3.2.1 and 3.4.1). This task demonstrates understanding of the development and purpose of formative assessment and the importance of assessing tasks consistently (focus areas 5.1.1 and 5.3.1)
Annotations: This sample of formative assessment notes demonstrates knowledge of formative assessment strategies (5.1.1). These notes also demonstrate understanding of making consistent judgments on students' work (focus areas 5.3.1)
Justification - Sample 2
Standard 2: 2.1.1, 2.3.1 and 2.5.1 Formative assessment is valuable in determining the extent of students’ achievement of learning outcomes and planning for future teaching (Kivunja, 2014, p. 220). This formative assessment task was developed to gauge students’ understanding of the studied Mathematics content after engaging with a targeted learning experience, in order to inform future teaching of the concept. This activity and the subsequent assessment notes demonstrate a strong understanding of the Mathematical concept and the associated numeracy strategies. An emphasis of the task was to determine students' understanding of the mathematical terms and metalanguage of the concept.
Standard 3: 3.1.1, 3.3.1 and 3.4.1 This formative assessment task is designed to challenge students' understanding while still providing an opportunity for further learning of the concept. The task was delivered using a range of teaching strategies including direct instruction, completed individually by students and then reflected upon in a group discussion. This task is assessment for learning and encourages students’ self-reflection as part of the assessment process (NESA, 2012). The task demonstrates understanding of how to create and use resources with reference to the curriculum content.
Standard 5: 5.1.1 and 5.3.1 This task was designed as a formative assessment and delivered at the conclusion of a targeted Mathematics lesson. Students’ work was assessed according to a set of informal criteria including students' completion of the task, use of mathematical language including ‘left’ and ‘right’ and responses which showed understanding of relative location. The judgements made using these informal criteria were collated to inform future teaching of the concept.