This document provides a critical evaluation of two educational artifacts, "The Discovery Bay Challenge" and "Mervyn Bishop photographer", based on the NSW Quality Teaching Model. The evaluator rated "The Discovery Bay Challenge" highly at 10.5/15 because it engaged students and promoted higher-order thinking. "Mervyn Bishop photographer" received a low rating of 4/15 because it failed to engage students intellectually, create a quality learning environment, or promote significant learning. It provided no interactive activities, opportunities for student input, or connections to other subjects. However, it effectively focused on the photographer's life and work and displayed emotive photographs.

1. Comparing ArtefactsA good and bad example The Discovery Bay Challenge & Mervyn Bishop photographer

2. TheDiscovery Bay Challenge In critically reflecting upon questions based on the N.S.W. Quality Teaching Model, I rated this educational artefact 10.5 / 15. This was my preferred artefact and my voice narration heard over the slides will indicate as to why.

3. MervynBishop’sphotographer In critically reflecting upon questions based on the N.S.W. Quality Teaching Model, I rated this educational artefact 4 / 15. This was my least preferred artefact which I will delineate as to why in the following slides.

4. Mervyn Bishop’s PhotographyMy Critical Evaluation ( 4 / 15 )Read the following slides for my evaluation on this educational artefact and listen, now or re-watch, to hear my view on, what I thought to be a more appropriate comparison.

6. There were no opportunities for students to use higher order thinking and metacognition as there were no interactive, engaging or challenging activities to expand on their knowledge.

7. on what they thought. Although strong and emotive photographs were depicted there was nothing asked of the students to create anything of their own.

8. There was no attempt to encourage meaningful class discussion or feedback between other students or with the teacher.

10. There was nothing in the lesson to test students skills or ability on any level.

12. Although the body of work portrayed the work of an aboriginal photographer and his experiences, no real effort was made to relate to the students the critical nature of the work by incorporating aspects of Australia's colonial history or aboriginal life or culture.

13. There were no interdisciplinary connections made despite the many opportunities to cross over other Key Learning Areas, especially in to history and the socials sciences.

14. No practical connections were made and it failed to offer any real world applications to their present or future learning.

16. It demonstrated good use of strong emotive, and in a sense candid, photography.

17. It focused on aboriginal, rather than non-white Australian, photography and perspectives beyond our recognised and cultural acceptances.

18. Displayed photographs were well documented and referenced.