Assessment & Reporting ETP 425
Evidence to support a clear understanding of
(1) The links between academic educational theory and professional practice.
(2) The process planning, teaching and assessment.
Subject Outline:
This unit teaches the theory and practice of assessment emphasising how it informs teaching and learning in classrooms. It makes explicit the use of formative and summative assessment, and additionally it identifies reporting practices in schools.
Background Information
The current outcomes based education was instigated by the "Hawk" government to provide better accountability.
Assessment in the current school climate is far more broad and frequent than it was prior to outcomes based education. Although there has been criticism of this type of approach detracting from quality teaching, it does have it's advantages. These are:
1. Equity - assessment catering to a variety of learning styles i.e, visual, auditory, kinaesthetic.
2. Learning - On going learning as part of the assessment process.
3. Outcomes based - Learner centered.
This unit teaches the theory and practice of assessment emphasising how it informs teaching and learning in classrooms. It makes explicit the use of formative and summative assessment, and additionally it identifies reporting practices in schools.
Background Information
The current outcomes based education was instigated by the "Hawk" government to provide better accountability.
Assessment in the current school climate is far more broad and frequent than it was prior to outcomes based education. Although there has been criticism of this type of approach detracting from quality teaching, it does have it's advantages. These are:
1. Equity - assessment catering to a variety of learning styles i.e, visual, auditory, kinaesthetic.
2. Learning - On going learning as part of the assessment process.
3. Outcomes based - Learner centered.
What I have learnt:
Assessment informs teaching:
Triangulation - (Griffin & Nix, 1991) highlight "the importance of using a range of assessment instruments in order to assess student performance from a range of different perspectives. This principle needs to underlie all assessment planning as it enhances reliability and validity".
Strategies for planning based on formative assessment
Decide whether revision is necessary, further practice to consolidate or a complete lesson to present and explain the concepts.
If assessment shows that a student has not understood the concept of fractions, I would use this to inform my planning and teaching strategies. As a teacher I would base my decision upon my knowledge of the individual child. I would initially assess whether the inaccuracies were due to a conceptual issue, a learning style, a lack of concentration, a lack of interest, attendance pattern or rate of learning. I would set aside some time to explain the concepts to this student verbally, (auditory learner) with the aid of diagrams and objects (visual learner) whilst at the same time using questioning techniques to involve the student, hold her/his attention and make further analysis of the problem. I would then provide some further practice based upon their preferred learning style. If the student has previously demonstrated a preference or aptitude towards visual learning, I would select a computer session to present the topic again. Role play (kinesthetic) with students and objects could be used to provide a more authentic situation for example a shop with cake or pizza blocks, plasticine, lollies or moving children around in groups. The concept of fractions would be planned into other learning areas, so as to provide more opportunities for learning and authentic practice. Some exercises to take home and be followed up on.
Types of Assessment
Decide whether revision is necessary, further practice to consolidate or a complete lesson to present and explain the concepts.
If assessment shows that a student has not understood the concept of fractions, I would use this to inform my planning and teaching strategies. As a teacher I would base my decision upon my knowledge of the individual child. I would initially assess whether the inaccuracies were due to a conceptual issue, a learning style, a lack of concentration, a lack of interest, attendance pattern or rate of learning. I would set aside some time to explain the concepts to this student verbally, (auditory learner) with the aid of diagrams and objects (visual learner) whilst at the same time using questioning techniques to involve the student, hold her/his attention and make further analysis of the problem. I would then provide some further practice based upon their preferred learning style. If the student has previously demonstrated a preference or aptitude towards visual learning, I would select a computer session to present the topic again. Role play (kinesthetic) with students and objects could be used to provide a more authentic situation for example a shop with cake or pizza blocks, plasticine, lollies or moving children around in groups. The concept of fractions would be planned into other learning areas, so as to provide more opportunities for learning and authentic practice. Some exercises to take home and be followed up on.
Types of Assessment
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short answer
multi-choice true/false concept map cloze |
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