Journal for Assessment and Reporting ETP 425 Assignment No 1 ETP 425 Student No s994096 Name Jane Ramsay
Understanding what assessment is: - Assessment informs teaching and learning
Selection of Assessment:
Reference
Burnett, J. (2009). Authentic assessment in the first Steiner Academy in Management in Education, Volume 23, Issue 3 pp 130-134).
Brady, L., & Kennedy, K. (2012). Assessment and reporting celebrating student achievement, Sydney, NSW: Pearson.
Fetherston. T, (2006). Becoming an effective teacher, Melbourne VIC: Cengage.
Griffin, P., & Nix, P. (1991). Educational assessment and reporting: A new approach, Sydney, NSW: Harcourt.
DEECD, (2009, March 25). Principles of Learning and Teaching P-12. Retrieved from http://www.education.vic.gov.au/studentlearning/teachingprinciples/principles/
Moorthi. R, (2011) Naplan Testing Draws Criticism in 3rd DEGREE Vol 11, Semester 1. Retrieved from http://3degree.ecu.edu.au/articles/3739
Assessment (2012) in Wikipedia on line encyclopedia. Retrieved from http://en.wikipedia.org/wiki/Educational_assessment.
- Assessment takes place in many forms. It involves the collection of evidence and then the analysis (inter- dependant on purpose/context) of this evidence to make an informed evaluation (Brady & Kennedy 2012).
- Eg. In the classroom context the teacher, based upon her chosen assessment task (evidence) will evaluate student understanding of a topic. S/he will then lesson - plan accordingly by either moving on to the next topic, revising the topic or determining an alternative way to re- present the information based upon the needs of the student.
Selection of Assessment:
- Ideally, the type of assessment we choose to use in a classroom depends upon our pedagogical practice and philosophy of teaching, both of which stem from theories of teaching. (1) (Fetherston, 2006) (2) (Wikipedia nd)
- Government, employers, parents, schools, teachers and students approach assessment from quite different perspectives. These conflicts are dealt with through the use of different types of assessment or criteria. Purpose of assessment dictates type and method (Brady & Kennedy, 2012).
- “The final purposes and assessment practices in education depends on the theoretical framework of the practitioners and researchers” (Wikipedia Para2 nd)
- Eg. Naplan testing is for government accountability and comes with much criticism from many teachers and mixed opinions from parents (Moorthi, 2011, p1)
- Assessment is an essential part of the teaching and learning cycle because it establishes the groundwork by determining what the student already knows and understands, as well as how the student learns, thereby guiding and informing lesson planning to achieve the best outcome for student to move forward in their own learning.
- Assessment must be thoughtfully planned to be effective. It is important to ensure that there is not too much assessment just for the sake of the records, at the expense of quality teaching. Based on my early observations, it sometimes appears that children are being assessed too often to prove/justify what they know rather than using the time to develop and extend their knowledge.
- Eg.The Grade 4 class under school guidance, in contrast to teacher opinion, spent the first 4 weeks conducting assessment before moving on to any teaching.
- It is difficult to eliminate all bias in assessment especially with current socio-economic conditions, multi-culturalism, large class sizes and inclusive education.
- Provide numerous opportunities of assessment and ensure a number of different types of assessment are used. Griffin & Nix (1991, p.83) highlight the significance of “triangulation” in increasing the reliability and validity of assessment in addition to stress reduction.
- Burnett (2009, p.130-131) describes the Steiner philosophy which sits in stark contrast with the formal testing system, integral with schools today, highlighting the long lasting effects of attitudes and aptitudes compared to the cramming of information for formal examinations.
- During this course I have become aware of the immense differences that exist between schools in the past and schools today and the significance of this in terms of planning and assessment.
- Teaching and learning are informed by assessment. It is the teacher’s role to assess where each individual is “at” and from here plan the teaching cycle in a way that caters for the needs of all students.
- The role of the teacher has evolved (based upon teaching theory and the rapidly changing world economy) into that of a facilitator where children learn under the guidance of Constructivist principles (Featherston, 2006).
- Assessment practices are an integral part of teaching and learning. “Assessment contributes to planning at a number of levels. Monitoring of student learning is continuous and encompasses a variety of aspects of understanding and practice. Assessment criteria are explicit and feedback is designed to support students' further learning and encourage them to monitor and take responsibility for their own learning.” (DEECD Para 5.0)
Reference
Burnett, J. (2009). Authentic assessment in the first Steiner Academy in Management in Education, Volume 23, Issue 3 pp 130-134).
Brady, L., & Kennedy, K. (2012). Assessment and reporting celebrating student achievement, Sydney, NSW: Pearson.
Fetherston. T, (2006). Becoming an effective teacher, Melbourne VIC: Cengage.
Griffin, P., & Nix, P. (1991). Educational assessment and reporting: A new approach, Sydney, NSW: Harcourt.
DEECD, (2009, March 25). Principles of Learning and Teaching P-12. Retrieved from http://www.education.vic.gov.au/studentlearning/teachingprinciples/principles/
Moorthi. R, (2011) Naplan Testing Draws Criticism in 3rd DEGREE Vol 11, Semester 1. Retrieved from http://3degree.ecu.edu.au/articles/3739
Assessment (2012) in Wikipedia on line encyclopedia. Retrieved from http://en.wikipedia.org/wiki/Educational_assessment.
