Tic-tac-toe

Board- (Summative assessment)

Description of the Artefact:
This type of assessment is a tic-tac-toe board and was used by one of my mentor teachers.
The assessment is presented in the form of a 3 x 3 gird, providing students with nine
choices. These choices are of varying complexity and challenge. The tic-tac-toe board can be
used in any learning area and for any year (When verified). Although in this case, the tic-tac-
toe board was used when my mentor teacher was assessing her year two students against
the Arts curriculum.

The artefact in use:
In previous lessons, students had listened and spoken about particular pieces of music.
When it came time for assessing students, they listened to the song The best of Mozart.
Students were then asked to react to the song through a total of nine choices (these nine
choices were handed out to every student on a small piece of paper as their tic-tac-toe
board), involving; physically moving to the music, describing the mood of the music (in a
written piece of text), identifying thee instruments in the piece, writing a paragraph on what
the music reminds them of, orally responding to the music and presenting responses to the
class, choosing instruments to join in with the orchestra, drawing pictures of what images
students are reminded of within the music, creating a dance in response to the music or
writing a poem based on the music. Students were to choose one assessment type that they
were most comfortable with. They were also provided with a checklist to encourage self-
assessment. The teacher gave no assessment choices that the students had not worked
previously on and this was because they hadnt been pre-taught the skills or
understandings.

Catering for diversity:
The tic-tac-toe board caters for student differentiation as it offers a range of assessments
those students can choose from, to demonstrate their understanding on a unit of work
(AITSL, 2014). Tic-tac-toe boards complement a student-centred approach to learning, in
that the student is motivated through the power of choice. Tic-tac-toe boards encourage
independent learning using a structured approach that enables the teacher to provide
controlled choices to the students in his or her classroom. Therefore, the nine choices focus
on student learning goals and cater for carrying abilities and learning styles through subtle
differentiation (AITSL, 2014). For example, if a student enjoys writing and feels as though
they are comfortable with it, they may choose to be assessed against; describing the mood
of the music (in a written text). Alternatively, if a student enjoys dancing and has the
confidence to do so in front of the teacher and the rest of their peers they may choose to be
assessed against; physically moving to the music.

Assess, provide feedback and report on student learning:
This type of summative assessment aligns with Standard 5 of the Australian Institute for
Teaching and School Leadership (AITSL, 2014) as it allows teachers to assess students
knowledge and skills for reporting. The checklists that the teacher created for each of the
nine choices strongly communicated what the teacher was looking for during assessment,
this was so there was no shock when it came time for assessing. The students were
notified to be authentic and to display their assessment in as close to a real-life situation as
possible. The assessment extended knowledge, rather than merely measuring it and

provided opportunities for students to learn from and how to demonstrate this learning in
the future (AITSL). Feedback was given in a timely manner and aligned with the checklists
(AITSL, 2014). The feedback was justified as to why the students received the mark they did
and explained what the students need to work on in the future, in order to receive healthier
marks (AITSL, 2014). This assessment piece (Students product, grade and written feedback)
was shown to parents as a reliable record of student achievement (AITSL, 2014).

Picture of artefact one:
As a class, students will listen to a piece of Mozart music
Before summative assessment commence students will discuss as a class



-This music is exciting, sad, energetic



-It makes me feel happy, scared, excited


-It reminds me of the beach, holidays, a storm



Music piece: The best of Mozart

Unit Collage (Informal assessment)
Description of the Artefact:
This type of assessment is a unit collage that I have sourced from a friend who is a year one
teacher. The assessment is presented on an A4 piece of paper. Within the middle of the
piece of paper is a section for the topic and around the section for the topic, is a total of
eight sections for subtopics. The unit collage can be used in any learning area and is suited
for year ones, two or threes. However, in this case, the unit collage was used with year
twos, as my friend has identified most of her students as visual learners.

The artefact in use:
Students will use the unit collage when they are presented with a new topic. The teacher
will encourage the students to write the new topic within the topic section and then
subtopics that relate to the main topic within all the rest of the eight sections. For example,
if students were learning about the topic sun smart, this is what they would write within the
topic section and then within the subtopic sections they would write sunscreen, zinc,
sunglasses, hat, t-shirt, pants, umbrella and shade. Finally, students will fill the subtopic
sections in with what they think is a relatable visual representation.

Catering for diversity:
The unit collage caters for student differentiation as it enables students to demonstrate
their understanding through written and visual representations. This is important because
some students learn most effectively when presented with visual representations.

Therefore, visual learners should be tasked with creating visual and nonlinguistic
representations of information. From past experiences within the classroom, my friend has
identified that students who create visual representation of a concept are better able to
comprehend and recall that concept. Within the unit collage differentiation, can also be
applied further as students can use graphic representations, physical models, photographs
or drawings. These representations allow students to expand on the knowledge they have
gained and clear language barriers if reception is difficult to comprehend for some students.

Assess, provide feedback and report on student learning:
The assessment is used to collect content knowledge and performance drive (AITSL, 2014).
It is also used to make a comparison between a student and the average student of that
grade level (AITSL, 2014). This will help the teacher to inform day-to-day instruction, so the
teacher can see progress or identify where certain students need help, before reaching the
summative assessment, strongly aligning with standard 5.4 (AITSL, 2014). Throughout the
duration of the informal assessment the teacher can provide over the shoulder marking,
which enables students to distinguish if they are on the correct track and if they are not, to
re-direct them, using direct points from the teacher (AITSL, 2014). Checklists will be given to
every student so they are aware of what is expected of them in regards to the informal
assessment. Students will receive written feedback however; will not receive a final mark, as
it is only an informal assessment (AITSL, 2014).

Picture of artefact two:




















Mini whiteboard- (Used for a formative assessment)
Description of artefact:
This assessment resource was used by one of my mentor teachers. It is a small whiteboard
that is no bigger that an A4 sheet of paper. Students were also required to use a white
maker and have with them a white board eraser or small cloth for erasing work. The mini

white board can be used within any curriculum subject and for any year. My mentor teacher
constantly used the mini white boards when teaching English and mathematics.

The artefact in use:
Students would use this type of assessment resource during a matt session. Students were
to raise their boards during class to offer responses to a question or problem raised by the
teacher. For example, in English, students were encouraged to change Damien runs into a
fuller sentence. One at a time the teacher would pull out a how? where? when? with
whom? or why? card, then students where to write how Damien runs. After their
sentences would be checked and erased ready for the next card to be pulled out.

Catering for diversity:
The mini whiteboards are flexible and are ideal for use in a differentiated classroom. They
can be used for answering questions, solving math problems, illustrating concepts,
generating lists, composing sketches and creating graphic organizers. If teachers feel the
need to re-engage their learners throughout any learning content, they can create a brief
activity with the mini whiteboards. Throughout the day the mini whiteboard can be used for
short practice, warm-ups or reviews. They can also be used by individuals, pairs or small
groups. Lastly, the mini white boards can be used for students to write or draw something
that makes a connection to the previous days lesson. Visual learners are aided by the use of
images and colour. Tactile learners are supported by the physicality of writing or drawing,
raising their boards and the interactive environment the resource creates.

Assess, provide feedback and report on student learning:
This resource used when assessing aligns with standard 5 of the Australian Institute for
Teaching and School Leadership (AITSL, 2014) as it enables the teacher to get on-the-spot
information and to see if students were absorbing knowledge or if there were any areas of
confusion (AITSL, 2014). Depending on student understanding the teacher would instantly
change the direction of the lesson to re-teach a part if needed. Re-teaching, aligns with
standard 5.4 of the Australian Institute for Teaching and School Leadership as the teacher is
interpreting student learning and then modifying the lesson (AITSL, 2014). Relevant oral
feedback during tasks were given individually and generically to highlight learning
achievements, learning improvements or what the students have learnt (AITSL, 2014).

Picture of artefact three (Picture taken on practicum):