Assessment for Graduate Teaching
Manual
v2.2
Developed by
The AfGT Consortium
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Table of Contents
Purpose and Contents of this Guide ............................................................................ 3
Section A: Element 1 – Planning for teaching and learning ......................................... 3
Table 1: Element 1 – Planning for teaching and learning
Preliminary Information ........................................................................................... 5
Table 2: Element 1 – Planning for teaching and learning......................................... 6
Assessment Rubrics for Element 1 – Planning for teaching and learning .............. 10
Section B: Element 2 – Analysing teaching practice .................................................. 14
Table 3: Element 2 – Analysing teaching practice .................................................. 15
Assessment Rubrics for Element 2 – Analysing teaching practice ......................... 17
Section C: Element 3 – Assessing for impact on student learning ............................. 19
Table 4: Element 3 – Assessing for impact on student learning ............................ 20
Assessment Rubrics for Element 3 – Assessing for impact on student learning.... 22
Section D: Element 4 – Expanding practice (situational judgements) ....................... 24
Section E: Matrix of APST assessed in the elements of the AfGT .............................. 25
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Purpose and Contents of this Guide
This manual contains the task descriptions, tables and assessment rubrics for Element 1 –
Element 4 of the AfGT. This manual is provided as a resource for pre-service teachers and
should be read in conjunction with the AfGT Information Guide (v2.2). The content of this
manual mirrors the Appendices of the AfGT Information Guide (v2.2).
Section A: Element 1 – Planning for teaching and learning
In this Element, the focus is on the pre-service teacher’s capacity to understand the context
of their placement and their planning for student learning in relation to the specific goal/s of
the sequence of lessons, and the ways in which they will judge their impact on student
learning. PSTs must pass Element 1 to demonstrate that the Australian Professional
Standards for Teachers (AITSL, 2018) are met at Graduate level.
The APST being assessed in Element 1 are: 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3,
3.4, 4.1, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4 and 6.3.
ASSESSMENT TASKS & SUB-TASKS OF ELEMENT 1
1. Determine the diverse characteristics of the students in the class. Describe and
explain how these have been incorporated into your planning, drawing on relevant
research into how students learn.
2. Justify what the students are ready to learn using assessment data.
3. Justify your intended teaching approaches incorporating your knowledge of research
into how students learn. It is not appropriate to use vague, generic statements like
“According to research…” without saying what that research is. Instead, be as
specific as possible, and say something like “According to research undertaken by
Smith, in which they…”. Full citations and referencing details, such as a bibliography
or reference list, are required to the conventions of the referencing style used by
your institution.
4. Following the steps below (4a – 4f), outline a sequence of no fewer than 5 and no
more than 8 lessons that will be taught:
a) Develop an overarching learning goal for the sequence of lessons that provides
achievable challenges for all students.
b) Design a goal for each lesson in the sequence that cumulatively develops the
overarching learning goal and provides challenges for all students.
c) Explain the design and content of each lesson in the sequence (including
curriculum links).
d) Justify the specific planned teaching approaches selected to develop student
understanding, utilising differentiated teaching strategies.
e) Justify teaching strategies for using Information and Communications Technology
(ICT) - and/or complementary resources - to engage all students in their learning.
f) Justify strategies to support the safe, responsible and ethical use of resources
(including ICT).
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5. Justify how literacy and/or numeracy teaching strategies will be integrated to support
student learning in your sequence of lessons.
6. Explain how the synthesis of your mentor teacher feedback has been incorporated
into the design of your lessons.
7. Justify your assessment plan (7a – 7c), which includes formative, diagnostic and
summative assessment; opportunities for timely feedback; and assessment
moderation.
a) Develop a comprehensive assessment plan to monitor student achievement.
b) Explain your plan for the provision of ongoing purposeful and timely feedback.
c) Justify your plan for undertaking assessment moderation processes.
The focus of Element 1 of the AfGT is to plan for teaching occurring during the placement. In
Table 2, PSTs will provide a summary of the proposed teaching and learning strategies that
will challenge and engage all students in the class. When planning the sequence of lessons,
it might also be possible to think about when the recordings of the two Key Pedagogical
Segments (KPS) for Element 2 are intended to take place. However, this might not be possible
until the PST gauges how the students are responding to the planned activities.
As the responses to the COVID-19 pandemic have shown, there are potentially many things
that can impose constraints or issues on the planned placement. It is very important that the
PST provide as much preliminary information as possible in Table 1, which the assessor/s will
be able to take into consideration when evaluating the PST’s submitted assessment task.
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Table 1: Element 1 – Planning for teaching and learning
Preliminary Information
PRELIMINARY INFORMATION
This tabled information must be completed for Element 1 (but is not included in the word count)
INSTITUTION
Pre-service teacher’s name
Student ID No.
Name of Institution
Name of course/program
Specialisation(s) being
taught by the PST
Professional experience
From
/ /
to
/ /
Total days
Name of School or Centre
SCHOOL | CENTRE
School or Centre Website
Location


Education Region
Traditional lands of
Indigenous people
School sector
Centre Municipality
E.g., North-East Victoria Region
E.g., Yorta Yorta
E.g., Government | Catholic | Independent
Enrolment
Relevant characteristics
of school/centre context
Name of Mentor Teacher(s)
Year Level/Class/Group
CLASS
Student Numbers
E.g., Year 6|Class 6B
Male
Female
Non-binary
Description of the physical
spaces where teaching
occurs
Outline of any classroom
constraints or issues that
impacted completion of the
AfGT.
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E.g., Scheduling, planning restrictions, school camps, etc.
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Table 2: Element 1 – Planning for teaching and learning
(Approx. 800 words)
Who are my students?
E1 – (1)
Determine the diverse
characteristics of the students in
the class. Describe and explain
how these have been
incorporated into your planning,
drawing on relevant research into
how students learn.
APST 1.1, 1.2, 1.3
Approx. 125 words.
(Bullet points or prose)
What are the students ready to learn?
E1 – (2)
Justify what the students are
ready to learn using assessment
data.
APST 5.4
Approx. 125 words.
(Bullet points or prose)
How will I help the students to learn?
E1 – (3)
Justify your intended teaching
approaches incorporating your
knowledge of research into how
students learn.
APST 1.2, 1.3
Approx. 200 words
(Bullet points or prose)
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E1 – (4)
Following the steps below (4a-4f), outline a sequence of no fewer than 5 and no more than 8 lessons that will be
taught. This tabled information is not included in the word count for Element 1.
Ensure that you address APST 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.4 and 4.5 in your responses.
The overarching learning goal is…
E1 – (4a)
Develop an overarching learning goal
for the sequence of lessons that
provides achievable challenges for
all students.
Lesson 1
E1 – (4b)
Design a goal for each lesson in the
sequence that cumulatively develops
the overarching learning goal and
provides challenges for all students.
Lesson 2
Lesson 3
Lesson 4
Lesson 5* (etc)
Lesson 1
E1 – (4c)
Explain the design and content of
each lesson in the sequence
(including curriculum links).
Lesson 2
Lesson 3
Lesson 4
Lesson 5* (etc)
Lesson 1
E1 – (4d)
Justify the specific planned teaching
approaches selected to develop
student understanding, utilising
differentiated teaching strategies.
Lesson 2
Lesson 3
Lesson 4
Lesson 5* (etc)
Lesson 1
E1 – (4e)
Justify teaching strategies for using
Information and Communications
Technology (ICT) - and/or
complementary resources - to
engage all students in their learning.
Lesson 2
Lesson 3
Lesson 4
Lesson 5* (etc)
Lesson 1
E1 – (4f)
Justify strategies to support the safe,
responsible and ethical use of
resources (including ICT).
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Lesson 2
Lesson 3
Lesson 4
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Lesson 5* (etc)
E1 – (5)
Justify how literacy and/or numeracy
teaching strategies will be integrated
to support student learning in your
sequence of lessons.
APST 2.5
Approx. 100 words
(Bullet points or prose)
Seek feedback from your mentor teacher about your lesson design in Element 1 (1-5), before completing E1 (6).
E1 – (6)
Explain how the synthesis of
your mentor teacher feedback
has been incorporated into the
design of your lessons.
APST 6.3
Approx. 50 words
(Bullet points)
How will I know that the students have learned?
E1 – (7a - 7c) Justify your comprehensive assessment plan, including formative, diagnostic and summative
assessment, opportunities for timely feedback, and assessment moderation.
E1 – (7a)
Develop and explain a
comprehensive assessment
plan to monitor student
achievement.
APST 5.1
Approx. 100 words
(Bullet points)
E1 – (7b)
Explain your plan for the
provision of ongoing
purposeful and timely
feedback.
APST 5.2
Approx. 50 words
(Bullet points)
E1 – (7c)
Justify your plan for
undertaking assessment
moderation processes.
APST 5.3
Approx. 50 words
(Bullet points)
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SUBMISSION OF ELEMENT 1
1. Complete all sections of Table 2 to show you have addressed all requirements for Element 1.
2. Table 2 must be submitted to the location specified by your institution and within the time
period set by your institution.
3. The document must be clearly labelled and saved according to the requirements of your
institution. You will continue adding to this document, which will be finalised after the
completion of the professional experience when Elements 1, 2 & 3 are completed.
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Assessment Rubrics for Element 1 – Planning for teaching and learning
1
Determine the diverse characteristics of the students in the class and explain how these have been
incorporated into your planning, drawing on relevant research into how students learn.
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and
characteristics of students and how these may affect learning.
1.2 Demonstrate knowledge and understanding of research into how students learn and the
implications for teaching.
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and
needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
E1 - (1) WHO ARE MY STUDENTS?
Determines the characteristics of students and explains how they are incorporated, drawing on
relevant research into how students learn
Describes characteristics of all students in the class, linked to research
States aspects of students’ characteristics
Insufficient evidence
2
G+
G
GU
Justify what the students are ready to learn using assessment data.
5.4 Demonstrate the capacity to interpret student data to evaluate student learning and modify teaching
practice.
E1 - (2) EVIDENCE-BASED TEACHING PRACTICE
Justifies what students are ready to learn using analysis of assessment data
G+
Describes what students are ready to learn through interpretation of student data
G
Lists what students are ready to learn, without specific reference to the assessment data
GInsufficient evidence
U
3
Justify your intended teaching approaches incorporating your knowledge of research into how students
learn.
1.2 Demonstrate knowledge and understanding of research into how students learn and the
implications for teaching.
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and
needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
E1 - (3) HOW STUDENTS LEARN
Justifies intended teaching approaches for the class incorporating research into the learning needs
of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Describes intended teaching approaches for the class incorporating research into the learning needs
of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Lists intended teaching approaches and research
Insufficient evidence
4
G+
G
GU
Following the steps below (4a – 4f), outline a sequence of no fewer than 5 and no more than 8 lessons
that will be taught:
a)
Develop an overarching learning goal for the sequence of lessons that provides achievable
challenges for all students.
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
3.1 Set learning goals that provide achievable challenges for students of varying abilities
and characteristics.
E1 - (4a) OVERARCHING LEARNING GOAL FOR THE LESSON SEQUENCE
Develops an overarching learning goal for the sequence of lessons that provides achievable
G+
challenges for all students
Identifies overarching learning goal to the selected curriculum domain at the year level
G
States overarching learning goal for selected curriculum domain
GInsufficient evidence
U
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b) Design a goal for each lesson in the sequence that cumulatively develops the overarching
learning goal to provide challenges for all students.
2.2 Organise content into an effective learning and teaching sequence.
3.1 Set learning goals that provide achievable challenges for students of varying abilities and
characteristics.
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
E1 - (4b) LEARNING GOALS OF COMPONENT LESSONS
Designs a goal for each lesson in the sequence that cumulatively develops the overarching learning
G+
goal and provides challenges for all students
Describes a sequence of learning goals that cumulatively develops the overarching learning goal
G
States a learning goal for each lesson
GInsufficient evidence
U
c)
Explain the design and content of each lesson in the sequence (including curriculum links).
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the
content and teaching strategies of the teaching area.
2.2 Organise content into an effective learning and teaching sequence.
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
E1 - (4c) DESIGN OF THE SEQUENCED LESSONS
Explains the design and content of each lesson in the sequence (including curriculum links)
G+
Describes a lesson sequence with links to relevant curriculum content
G
Lists unsequenced lesson content with links to curriculum
GInsufficient evidence
U
d) Justify the specific planned teaching approaches selected to develop student
understanding, utilising differentiated teaching strategies.
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to
meet the specific learning needs of students across the full range of abilities.
2.1 Demonstrate knowledge and understanding of the concepts, substance and
structure of the content and teaching strategies of the teaching area.
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
3.3 Include a range of teaching strategies.
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.
E1 - (4d) TEACHING STRATEGIES
Justifies the specific planned teaching approaches selected to develop student understanding,
G+
utilising differentiated teaching strategies
Describes a range of inclusive teaching strategies to support all students to progress in their
G
learning
Lists teaching strategies relevant to the curriculum and lesson goals
GInsufficient evidence
U
e) Justify teaching strategies for using Information and Communications Technology (ICT) and/or complementary resources - to engage all students in their learning.
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.
E1 - (4e) RESOURCES (INCLUDING ICT)
Justifies teaching strategies for using Information and Communications Technology (ICT) - and/or
G+
complementary resources - to engage all students in their learning
Describes teaching strategies for using ICT and/or a range of complementary resources to engage
G
students
Lists resources including ICT
GInsufficient evidence
U
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f)
Justify strategies to support the safe, responsible and ethical use of resources (including
ICTs).
4.4 Describe strategies that support students’ wellbeing and safety working within school and/or system,
curriculum and legislative requirements.
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe
responsible and ethical use of ICT in learning and teaching.
E1 - (4f) USE OF RESOURCES (including ICT)
Justifies strategies to support the safe, responsible and ethical use of resources (including ICT)
G+
Explains selected strategies to support safe, responsible and ethical use of resources (including ICT)
G
Lists safety strategies
GInsufficient evidence
U
5
Justify how literacy and/or numeracy teaching strategies will be integrated to support student learning
in your sequence of lessons.
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching
areas.
E1 - (5) STUDENTS’ LITERACY AND/OR NUMERACY KNOWLEDGE & SKILLS
Justifies how literacy and/or numeracy teaching strategies will be integrated to support student
learning in the sequence of lessons.
Explains how literacy and/or numeracy teaching strategies will be integrated to support student
learning in the sequence of lessons
Lists literacy and/or numeracy teaching strategies that will be used to support student learning in
the lesson sequence
Insufficient evidence
6
G+
G
GU
Explain how the synthesis of your mentor feedback has been incorporated into the design of your
lessons.
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
E1 - (6) RESPONDING TO FEEDBACK
Explains how the synthesis of mentor feedback has been incorporated into lesson design
G+
Describes mentor feedback
G
Lists feedback
GInsufficient evidence
U
7
Justify your assessment plan (7a - 7c), which includes formative, diagnostic and summative assessment,
opportunities for timely feedback, and assessment moderation.
a)
Develop and explain a comprehensive assessment plan to monitor student achievement.
5.1 Demonstrate understanding of assessment strategies, including formal and informal, diagnostic,
formative and summative approaches to assess student learning.
E1 - (7a) ASSESSMENT STRATEGIES TO MONITOR STUDENT ACHIEVEMENT
Develops and explains a comprehensive assessment plan which incorporates a range of assessment
types and tools
Explains diagnostic, formative and summative assessment strategies
Lists varied assessment strategies
Insufficient evidence
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G
GU
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b) Explain your plan for the provision of ongoing purposeful and timely feedback.
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to
students about their learning.
E1 - (7b) STATEGIES FOR PROVIDING FEEDBACK
Explains the inclusion of timely and purposeful feedback in a variety of forms
Describes strategies for provision of timely and appropriate feedback
Lists types of feedback
Insufficient evidence
c)
G+
G
GU
Justify how assessment moderation processes will be incorporated.
5.3 Demonstrate understanding of assessment moderation and its application to support
consistent and comparable judgements of student learning.
E1 - (7c) MODERATION PROCESSES
Justifies a range of moderation processes to validate judgements about student learning
Explains moderation processes to support consistent and comparable judgements of student
learning
Lists moderation processes
Insufficient evidence
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G+
G
GU
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Section B: Element 2 – Analysing teaching practice
In this Element, the focus is on the pre-service teacher’s capacity to understand the
implications of pedagogical practice on student learning and to demonstrate that they meet
the APSTs that relate to pedagogical practice. PSTs will gather data (via video, mentor,
student, and peer (if available) feedback), on two Key Pedagogical Segments (KPSs). Each KPS
should be a 6 to 10-minute segment of a lesson from the lesson series planned in Element 1.
The first KPS should be early in the sequence of lessons; the second should be towards the
end of the sequence of lessons. PSTs will be assessed on their analysis of their teaching—not
on the video itself—to demonstrate how they considered the complexity and interrelation of
learning and teaching, reflected on their learning goals, and the role of professional
judgements that have been made in their teaching. PSTs must pass Element 2 to demonstrate
that the Australian Professional Standards for Teachers (AITSL, 2018) are met at Graduate
level.
The APST being assessed in Element 2 are: 1.1, 1.2, 1.5, 3.1, 3.3, 3.4, 3.5, 3.6, 4.2, 4.3, 4.4, 5.4
and 6.3.
To complete Element 2, PSTs will:
a) Video record sections of two learning sequences that have been facilitated by the
PST, ensuring compliance with the requirements in the Procedures and Guidelines for
Video recording that are provided in Section 3 of the Information Guide.
b) Choose a segment of 6 to 10 minutes in each recording that demonstrates an aspect
of their teaching and the students engaged in learning. These segments are referred
to as the two Key Pedagogical Segments (KPSs). The recordings should be unedited
because they are capturing key moments in the learning and teaching interactions.
c) Seek mentor teacher feedback, student feedback, and peer feedback (if available),
for the two KPSs. (The written feedback from the mentor teacher will need to be
submitted for each KPS.)
ASSESSMENT TASKS & SUB-TASKS OF ELEMENT 2
1. Analyse the two short lesson segments, referring to particular actions, reflections and
feedback that address each of the steps below (1a – 1e). The analysis must evaluate
impact on student learning by drawing evidence directly from the video segments.
a) Evaluate how your teaching strategies impact on student learning.
b) Evaluate your organisation of activities and resources.
c) Evaluate your verbal and non-verbal communication for clarity of instruction and
impact on student engagement.
d) Evaluate your strategies for supporting student wellbeing and safety in the
classroom.
e) Evaluate how you addressed the needs, abilities and interests of all students in the
class, whilst providing achievable challenges for all.
2. Evaluate the adjustments you have made to your teaching based on observation,
evidence and mentor feedback, synthesising your understanding of research into how
students learn.
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Table 3: Element 2 – Analysing teaching practice
(Approx. 700 words)
Analysing my video segments
E2 – (1a to 1e)
Analyse the two short lesson segments, referring to particular actions, reflections and feedback that address
each of the steps below (1a-1e). The analysis must evaluate impact on student learning by drawing evidence
directly from the video segments.
 Determine what worked well; and
 Explain how you know this to be the case.
Ensure that you address APST 1.1, 1.5, 3.1, 3.3, 3.4, 3.5, 3.6, 4.2, 4.3, 4.4. and 5.4 as indicated in your response
Approx. 500 words (Prose)
E2 – (1a)
Evaluate how your teaching
strategies impact on student
learning.
APST 3.3, 3.6, 5.4
Approx. 100 words (Prose)
E2 – (1b)
Evaluate your organisation of
activities and resources.
APST 3.4, 3.6, 4.2
Approx. 100 words (Prose)
E2 – (1c)
Evaluate your verbal and non-verbal
communication for clarity of
instruction and impact on student
engagement.
APST 3.5, 4.2
Approx. 100 words (Prose)
E2 – (1d)
Evaluate your strategies for
supporting student wellbeing and
safety in the classroom.
APST 4.3, 4.4
Approx. 100 words (Prose)
E2 – (1e)
Evaluate how you addressed the
needs, abilities and interests of all
students in the class, whilst
providing achievable challenges for
all.
APST 1.1, 1.5, 3.1
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Approx. 100 words (Prose)
Adjusting my teaching
Completion of this section requires looking beyond the video segments to the entire sequence of lessons.
E2 – (2)
Evaluate the adjustments you made
to your planning and teaching as
your lesson sequence progressed,
based on evidence from your
students, mentor feedback and
research into how students learn.
APST 1.2, 3.6, 6.3
Approx. 200 words (Prose)
Supplementary information (not included in word count)
Video submission: Insert the
filenames of the two recordings and
password, if necessary, to enable
your assessor to view your
recordings.
Recording 1 filename:
Feedback: Insert the filenames of
the document containing the
written feedback you have received
from your mentor teacher.
Feedback filename:
Recording 2 filename:
SUBMISSION OF ELEMENT 2
1. Upload or submit the video recordings in the manner and location specified by your
institution.
2. Return to the same document in which Table 2 was saved and use Table 3 to complete the
commentary requirements for that element. When completing Table 3, the focus is on the
two KPSs that have been recorded. It would be useful if you were to identify the segment of
the video under discussion (e.g. 3:37-4.25).
3. Upload a document to the location specified by your institution with the written feedback
from your mentor teacher. This could be as a scanned document or as a Word document. This
is an additional and separate document to Table 3.
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Assessment Rubrics for Element 2 – Analysing teaching practice
1
Analyse the two short lesson segments, referring to particular actions, reflections and feedback that
address each of the steps below (1a – 1e). The analysis must evaluate impact on student learning by
drawing evidence directly from the video segments.
a)
Evaluate how your teaching strategies impact on student learning.
3.3 Include a range of teaching strategies.
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to
improve student learning.
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and
modify teaching practice.
E2 - (1a) TEACHING STRATEGIES
Evaluates teaching strategies for impact on student achievement across the full range of abilities
Explains teaching strategies for broad impact on student achievement
Lists teaching strategies related to student achievement
Insufficient evidence
G+
G
GU
b) Evaluate your organisation of activities and resources.
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate
teaching programs to improve student learning.
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.
E2 - (1b) ORGANISATION OF ACTIVITIES AND RESOURCES
Evaluates the organisation of activities and resources using evidence
G+
Explains arrangement of classroom activities
G
Lists classroom activities
GInsufficient evidence
U
c)
Evaluate your verbal and non-verbal communication for clarity of instruction and impact on
student engagement.
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student
engagement.
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.
E2 - (1c) CLARITY OF VERBAL AND NON-VERBAL COMMUNICATION
Evaluates verbal and non-verbal communication for clarity and impact on student engagement
Describes the impact of verbal and non-verbal communication
Lists verbal and non-verbal communication used
Insufficient evidence
G+
G
GU
d) Evaluate your strategies for supporting student wellbeing and safety in the classroom.
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 Describe strategies that support students’ wellbeing and safety working within school and/or system,
curriculum and legislative requirements.
E2 - (1d) STUDENT WELLBEING AND SAFETY
Evaluates strategies for supporting student wellbeing and ensuring safety in the classroom
G+
Describes strategies used to support student wellbeing and safety within school and system
G
requirements
Lists strategies that support student wellbeing and safety
GInsufficient evidence
U
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e) Evaluate how you addressed the needs, abilities and interests of all students in the class, whilst
providing achievable challenges for all.
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and
characteristics of students and how these may affect learning.
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to
meet the specific learning needs of students across the full range of abilities.
3.1 Set learning goals that provide achievable challenges for students of varying abilities and
characteristics.
E2 - 1(e) STUDENTS BEING CHALLENGED BY THE LEARNING ACTIVITIES
Evaluates how needs, abilities and interests of all students are addressed, whilst providing
achievable challenges for all
Describes how teaching strategies supported the learning of a diverse range of students
States the effectiveness of teaching strategies
Insufficient evidence
2
G+
G
GU
Evaluate the adjustments you made to your planning and teaching as your lesson sequence progressed,
based on evidence from your students, mentor feedback and research into how students learn.
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications
for teaching.
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to
improve student learning.
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
E2 - (2) MODIFYING TEACHING PRACTICE
Evaluates adjustments to teaching based on evidence from students, mentor feedback and research
G+
into how students learn
Describes adjustments to teaching based on evidence from students and mentor feedback
G
States adjustments to teaching based on observations
GInsufficient evidence
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Section C: Element 3 – Assessing for impact on student learning
In this Element, the focus is on the pre-service teacher’s capacity to implement a targeted
summative assessment task as part of the cyclic process of collecting and analysing evidence
of what students know, understand and can do. Pre-service teachers will determine the
extent to which all students in the class have been able to achieve the overarching learning
goals for the sequence of lessons. PSTs must pass Element 3 to demonstrate that the
Australian Professional Standards for Teachers (AITSL, 2018) are met at Graduate level.
The APST being assessed in Element 3 are: 1.2, 1.5, 3.6, 5.1, 5.2, 5.3, and 5.4.
ASSESSMENT TASKS & SUB-TASKS OF ELEMENT 3
1. Create a data display that supports rigorous interpretation of individual and whole
class responses to the summative assessment task and learning goal(s).
2. Critically analyse the assessment data collected from the whole class and discuss the
findings considering aspects such as progression of learning, patterns, trends, and
unexpected results.
3. Justify the (de-identified) written feedback provided to selected students about their
learning and next steps, using critical analysis of the assessment data.
4. Evaluate the effectiveness of the assessment strategies used, supporting the
evaluation with your understanding of research into how students learn.
5. Evaluate the efficacy of the assessment moderation processes undertaken to
determine student attainment.
6. Justify the next steps for teaching the class as a whole, using the evaluation of
assessment data and understanding of research into how students learn.
As the timing of placements will not always coincide with the end of a term or end of a unit
or subject that the students are studying, for the purposes of the AfGT, the summative
assessments will be considered to be the assessment/s conducted by the PST at the
conclusion of the sequence of lessons.
Remember that students’ work samples constitute data, and the use of these data must
comply with the AfGT Privacy Statement. Please refer to Section 6 of the Information Guide
for more information.
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Table 4: Element 3 – Assessing for impact on student learning
(Approx. 900 words)
What impact did my teaching have on student learning?
E3 – (1)
Create a data display that supports
rigorous interpretation of
individual and whole class
responses to the summative
assessment task and learning
goal(s).
E3 – (2)
Critically analyse the assessment
data collected from the whole
class and discuss the findings
considering aspects such as
progression of learning, patterns,
trends and unexpected results.
APST 5.4
Approx. 150 words
(Bullet points or prose)
E3 – (3)
Justify the (de-identified) written
feedback provided to selected
students about their learning and
next steps, using critical analysis of
the assessment data.
APST 5.2, 5.4
Approx. 450 words (150 words for each
student - including analysis and feedback)
(Bullet points or prose)
Student 1 analysis of achievement:
Feedback to Student 1:
Justification of feedback:
Student 2 analysis of achievement:
Feedback to Student 1:
Justification of feedback:
Student 3 analysis of achievement:
Feedback to Student 1:
Justification of feedback:
E3 – (4)
Evaluate the effectiveness of the
assessment strategies used,
supported by your understanding
of research into how students
learn.
APST 1.2, 3.6, 5.1
Approx. 100 words
(Bullet points or prose)
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E3 – (5)
Evaluate the efficacy of the
assessment moderation processes
undertaken to determine student
attainment.
APST 5.3
Approx. 100 words
(Bullet points or prose)
What are these students ready to learn next?
In this section, you may need to imagine that you will be continuing to teach this class
E3 – (6)
Justify the next steps for teaching
the class as a whole, using the
evaluation of assessment data and
understanding of research into
how students learn.
APST 1.2, 1.5, 5.4
Approx. 100 words
(Bullet points or prose)
Supplementary information
(not included in word count)
A.
B.
Data Display: Insert the filename of the
data display (table/chart/graph) for the
whole class.
Assessment Responses to the three
students: Insert the filename of the deidentified images/scans of the work
submitted by the three selected
students.
Whole Class Data Display filename:
Scanned De-identified Work Samples filename:
Reference list all elements (not included in word count)
SUBMISSION OF ELEMENT 3
1. Upload a document that includes the data display to the location specified by your institution.
This is an additional and separate document to Table 4.
2. Upload de-identified images/scans of the assessment and the subsequent feedback that has
been provided to the three selected students. (This could be one file with three images/scans
included OR three separate images/scans but must be readable by the assessor.) This is an
additional and separate document/s to Table 4.
3. Use Table 4 to complete the commentary requirements for Element 3.
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Assessment Rubrics for Element 3 – Assessing for impact on student learning
1
Create a data display that supports rigorous interpretation of individual and whole class responses to
the summative assessment task and learning goal(s).
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify
teaching practice.
E3 - (1) DATA DISPLAY
Creates a data display that supports rigorous interpretation of individual and whole class responses
G+
to the summative assessment task and learning goal(s)
Produces a data display for inclusive analysis of result(s) in relation to the learning goal
G
Displays summative data
GInsufficient evidence
2
Critically analyse the assessment data collected from the whole class and discuss the findings
considering aspects such as progression of learning, patterns, trends and unexpected results.
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and
modify teaching practice.
E3 - (2) ANALYSIS OF SUMMATIVE DATA (Whole Class)
Critically analyses student assessment data for progression of learning, patterns, trends, and
unexpected results
Interprets summative data for student achievement of overarching learning goals
Displays data
Insufficient evidence
3
G+
G
GU
Justify the (de-identified) written feedback provided to selected students about their learning and next
steps, using critical analysis of the summative assessment data.
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to
students about their learning.
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and
modify teaching practice.
E3 - (3) ANALYSIS OF SUMMATIVE DATA (Selected Students)
Justifies feedback in terms of ability to direct future learning, using critical analysis of the summative
assessment data
Describes assessment data to provide feedback to selected students about next steps for learning
Lists feedback to selected students
Insufficient evidence
4
U
G+
G
GU
Evaluate the effectiveness of the assessment strategies used, supported by your understanding of
research into how students learn.
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications
for teaching.
3.6 Demonstrate knowledge of strategies that can be used to evaluate teaching programs to improve
student learning.
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic,
formative and summative approaches to assess student learning.
E3 - (4) EFFECTIVENESS OF ASSESSMENT PROCESSES
Evaluates assessment strategies through a synthesis of research
G+
Describes assessment strategies linked to research
G
Lists assessment strategies
GInsufficient evidence
U
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5
Evaluate the efficacy of the assessment moderation processes undertaken to determine student
attainment.
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and
comparable judgements of student learning.
E3 - (5) EFFICACY OF ASSESSMENT MODERATION PROCESSES
Evaluates the efficacy of assessment moderation processes
G+
Describes assessment moderation processes for consistent and comparable judgements of student
G
learning
States assessment moderation processes undertaken
GInsufficient evidence
U
6
Justify the next steps for teaching the class as a whole, using the evaluation of assessment data and
understanding of research into how students learn.
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications
for teaching.
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the
specific learning needs of students across the full range of abilities.
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and
modify teaching practice.
E3 - (6) NEXT STEPS IN LEARNING
Justifies plans for differentiated teaching with reference to evaluation of assessment data and
G+
research
Explains approaches to differentiated teaching with reference to assessment data and research
G
States approaches for future teaching
GInsufficient evidence
U
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Section D: Element 4 – Expanding practice (situational judgements)
In Element 4 of the AfGT, which is the AfGT component that will be completed online, you
will be provided with a link to an online survey tool known as Qualtrics. When you open it,
you will see that you have four scenarios (or situations) that educators may face during their
teaching career. Each will be accompanied by a list of four options (A to D) and a prompt that
requires you to make a judgement about the scenario or situation. The wording of the
prompt is: “Which option would you choose? Justify your decision. (100 to 150 words)”. An
assessment rubric will accompany each scenario.
PSTs must pass Element 4 to demonstrate that the Australian Professional Standards for
Teachers (AITSL, 2018) are met at Graduate level.
The APST being assessed in Element 4 are: 1.4, 1.6, 2.4 and 4.3.
ASSESSMENT TASKS & SUB-TASKS OF ELEMENT 4
1. You will work through four different scenarios provided via a link to an online survey
that will be sent to you.
2. Please only click the link when you are ready to begin (after you first click the link, it
will automatically submit after 24 hours).
3. Select your institution and insert your student number as prompted.
4. Read the scenario carefully.
5. Choose one of the options, A to D, for each scenario and then justify your decision.
(Your responses can be in either bullet points or prose. The indicative word count for
each justification is between 100 and 150 words).
6. Save your work by clicking the ‘Next’ button and follow the prompts to submit your
responses.
7. Once all four questions are completed, a confirmation email message will be sent to
your student email address.
There are no tables associated with Element 4, as this element is completed by following the
link to an online questionnaire and answering the questions within the survey tool. The
assessment rubric for Element 4 will be circulated along with the scenarios.
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Section E: Matrix of APST assessed in the elements of the AfGT
The matrix provided below displays which APST (Graduate level) are assessed by each of the
elements of the AfGT.
GRADUATE LEVEL STANDARD DESCRIPTOR
Australian Professional Standards for Teachers
(APST)
1.1 Demonstrate knowledge and
understanding of physical, social and intellectual
development and characteristics of students
and how these may affect learning.
1.2 Demonstrate knowledge and
understanding of research into
how students learn and the
implications for teaching.
1.3 Demonstrate knowledge of
teaching strategies that are
responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious
and socioeconomic backgrounds.
1.4 Demonstrate broad
knowledge and understanding
of the impact of culture,
cultural identity and linguistic
background on the education
of students from Aboriginal
and Torres Strait Islander backgrounds.
1.5 Demonstrate knowledge and
understanding of strategies
for differentiating teaching to
meet the specific learning
needs of students across the
full range of abilities.
1.6 Demonstrate broad
knowledge and understanding
of legislative requirements
and teaching strategies that
support participation and
learning of students with disability.
2.1 Demonstrate knowledge and
understanding of the concepts, substance and
structure of the content and
teaching strategies of the teaching area.
2.2 Organise content into an effective learning and
teaching sequence.
2.3 Use curriculum, assessment
and reporting knowledge to
design learning sequences and lesson plans.
2.4 Demonstrate broad knowledge of, understanding
of and respect for Aboriginal
and Torres Strait Islander histories, cultures and
languages.
2.5 Know and understand literacy
and numeracy teaching strategies and their
application in teaching areas.
2.6 Implement teaching strategies
for using ICT to expand curriculum learning
opportunities for students.
3.1 Set learning goals that
provide achievable challenges
for students of varying abilities
and characteristics.
ELEMENT
1
Planning for
Teaching and
Learning
ELEMENT
2
Analysing
Teaching
Practice
*
*
**
*
ELEMENT
3
Assessing
for Impact
on Student
Learning
ELEMENT
4
Expanding
Practice
(Situational
Judgement)
Assessed
elsewhere
in the
course of
study
Total
per
APST
2
**
5
**
2
*
*
*
1
*
3
*
1
**
2
**
2
**
2
*
1
**
1
*
1
**
*
3
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GRADUATE LEVEL STANDARD DESCRIPTOR
Australian Professional Standards for Teachers
(APST)
3.2 Plan lesson sequences using
knowledge of student learning,
content and effective teaching strategies.
3.3 Include a range of teaching strategies.
3.4 Demonstrate knowledge of a
range of resources, including
ICT, that engage students in their learning.
3.5 Demonstrate a range of verbal and nonverbal
communication strategies to
support student engagement.
3.6 Demonstrate broad knowledge of strategies that
can be used to evaluate
teaching programs to improve student learning.
3.7 Describe a broad range of strategies for involving
parents/carers in the educative process.
4.1 Identify strategies to support
inclusive student participation
and engagement in classroom activities.
4.2 Demonstrate the capacity to
organise classroom activities
and provide clear directions.
4.3 Demonstrate knowledge of
practical approaches to manage challenging
behaviour.
4.4 Describe strategies that
support students’ wellbeing
and safety working within school and/or system,
curriculum and legislative requirements.
4.5 Demonstrate an understanding of the relevant
issues and the strategies
available to support the safe,
responsible and ethical use of
ICT in learning and teaching.
5.1 Demonstrate understanding of
assessment strategies,
including informal and formal,
diagnostic, formative and
summative approaches to
assess student learning.
5.2 Demonstrate an understanding of the purpose
of providing timely and appropriate feedback to
students about their learning.
5.3 Demonstrate understanding of
assessment moderation and
its application to support
consistent and comparable
judgements of student learning.
5.4 Demonstrate the capacity to
interpret student assessment
data to evaluate student
learning and modify teaching practice.
5.5 Demonstrate understanding of
a range of strategies for
reporting to students and parents/carers and the
purpose of keeping accurate
and reliable records of student achievement.
6.1 Demonstrate an understanding of the role of
the Australian Professional
Standards for Teachers in
identifying professional learning needs.
ELEMENT
1
Planning for
Teaching and
Learning
ELEMENT
2
Analysing
Teaching
Practice
ELEMENT
3
Assessing
for Impact
on Student
Learning
ELEMENT
4
Expanding
Practice
(Situational
Judgement)
Assessed
elsewhere
in the
course of
study
Total
per
APST
**
2
*
*
2
*
*
2
*
1
***
*
4
*
1
**
2
**
2
*
*
*
2
*
2
*
1
*
*
2
*
*
2
*
*
2
***
5
*
*
*
1
*
1
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GRADUATE LEVEL STANDARD DESCRIPTOR
Australian Professional Standards for Teachers
(APST)
6.2 Understand the relevant and
appropriate sources of professional learning for
teachers.
6.3 Seek and apply constructive
feedback from supervisors
and teachers to improve teaching practices.
6.4 Demonstrate an understanding of the rationale
for continued professional
learning and the implications
for improved student learning.
7.1 Understand and apply the key
principles described in codes
of ethics and conduct for the
teaching profession.
7.2 Understand the relevant
legislative, administrative and
organisational policies and
processes required for
teachers according to school stage.
7.3 Understand strategies for
working effectively, sensitively
and confidentially with parents/carers.
7.4 Understand the role of
external professionals and
community representatives in
broadening teachers’
professional knowledge and practice.
ELEMENT
1
Planning for
Teaching and
Learning
*
ELEMENT
2
Analysing
Teaching
Practice
ELEMENT
3
Assessing
for Impact
on Student
Learning
ELEMENT
4
Expanding
Practice
(Situational
Judgement)
Assessed
elsewhere
in the
course of
study
Total
per
APST
*
1
*
2
*
1
*
1
*
1
*
1
*
1
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