This artefact demonstrates my capacity to analyse and evaluate student understanding of fraction groups through comparison of formative assessment and summative assessment tasks. The artefact shows in the first image of the student's workbook (formative assessment) where I have left a note when marking that this student needs further explanation of groups. From here, I took 4 students who needed explanation of and exposure to fraction groups, and demonstrated fraction problems with concrete manipulatives. I felt that this was important to address knowledge gaps and develop a strong foundation with concrete resources before returning to worksheets to apply their understanding to visual problems.

At the end of this lesson, I modelled two fraction group problems that students could relate to (share this bag of lollies between three friends) to check that the whole class was following, and then we turned this into a game (see Artefact 2). At the end of this week, the students were given a summative assessment (see sheet on RHS of Artefact 1) and the two worksheets were compared to determine student learning. It is clear that this student's conception of fractions had improved as he demonstrated an understanding of fractions as parts of whole groups aswell as objects. In the assessment I heard one student whisper to his friend who was struggling 'it's like the bean bags, but oranges' and although talking is not warranted in test settings, I felt appreciative of the fact that this student could link his real-life learning experiences to the representational problems on his paper.