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Assessment is vital for learning therefore in order to ensure students gain the most out of
assessment it is critical that I as an educator am assessment literate and have a healthy
attitude regarding assessment.
Mindset and values:
It is important that educators understand that assessment is an integral component of the
teaching and learning cycle, it must not be perceived as a separate element to the teaching
and learning process. The three are entwined and assessment is fundamental for effective
teaching and student learning (Timperley, 2011, p. 1). Assessment enables educators to
plan for learning that is suited to the developmental needs of their students and to monitor
the effectiveness of their teaching on student learning. Assessment also allows students to
review and reflect on the progress of their learning. It is highly beneficial in increasing
student motivation and in the development of higher-order thinking skills (Readman & Allen,
2013). Such skills will direct further learning. Assessment is highly valuable and has an
important role within my teaching. For assessment to be most effective it is vital that the
assessment strategies I use, focus on the conceptual understandings that my students have
acquired, not just on the accumulation of knowledge through the use of a variety of
assessment strategies. The information that I collect for assessment purposes will enable
me to determine the strengths and weaknesses of my students and determine the teaching
and learning that will take place next (NSW Department of Education, 2008). I will implement
diagnostic, formative and summative assessment strategies in my classroom to diagnose
the learning needs of my students, map their progress and inform stakeholders about
student learning as AITSL (2016) states that proficient teachers should report clearly,
accurately and respectfully to students and parents/carers about student achievement,
making use of accurate and reliable records (Australian Institute for Teaching and School
Leadership [AITSL], 2016, p.2).
I intend on providing all of my students with the opportunity to reach their future potential. In
order to do this it is important that the assessment strategies that I implement are fair and
provide equal opportunities for my students to learn, despite their differences such as
gender, cultural backgrounds, socio-economic status and so forth. I will recognise the
Individual achievements of my students and the assessment strategies that I use will be
relevant to their developmental needs, curriculum outcomes, and reflect the intended
outcomes of the teaching and learning experiences that take place. The strategies that I
implement will be child centred, engaging and encourage interaction between myself and my
students ("Principles for Assessment and Reporting in NSW Government Schools," n.d.).
Examples of such strategies that I will use with my students include inquiry-based

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assessments along with assessment tools such as KWHL charts, Teacher and student
interviews, as well as self and peer assessments.
Whilst on previous practicum placement, I witnessed the benefits of self and peer
assessments. Self-assessment, reflective practice and metacognition are important in
deliberating practice and as formative assessment strategies. This group of strategies which
Lorna Earl refers to as assessment as learning strategies, position the learner as the leader
and require learner involvement to be useful (Readman & Allen, 2013, p.96). I also noticed
that there are a few potential implications that could occur when such assessments
strategies are implemented. For example some students may not have the self-confidence
to engage in such tasks and as a result have the tendency to mark themselves down due to
their lack of understanding regarding the task and their feelings in regards to assessment.
When observing students participating in peer assessment tasks, I also found that some
students had the tendency to award the same marks for each student regardless of the
differences in their work. I also found that some were reluctant to judge their peers work due
to hurting their feelings. To minimize the chances of such implications, it is vital that I provide
explicit instruction regarding the assessment processes and ensure my students have
developed a thorough understanding of what is expected. It is also crucial that I ensure my
students develop a healthy attitude towards assessments in order for assessments to be
effective and to enhance student learning. Therefore I intend to promote the positives of
assessments and model a healthy attitude to assessment myself.

Goals and Purposes:

In order to be an effective educator, it is critical that I have a positive attitude in regards to
assessment. I am determined to develop strong assessment literacy and will do this by
ensuring that I have a thorough understanding of the different assessment approaches,
principles and the theory that underpin them. The assessments that I use within my
classroom will be clear, specific and relevant in order to enable me to determine the previous
knowledge that my students have, the knowledge they have gained, and to indicate their
levels of achievement. I plan to do this through the implementation of diagnostic, formative
and summative assessment strategies. In order to effectively enhance the learning of my
students, I will use current and relevant assessment data to plan and alter my teaching
strategies to ensure they suit the individual developmental needs of my students (Readman
& Allan, 2013, p.12). I will also regularly review the assessment practices that I use when
planning and teaching against standard 5 of the Australian Institute of Teaching and School
Leadership Standards (AITSL). This will ensure my practices meet the standards regarding

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assessment. I will make consistent and comparable judgements and intend on collaborating
with other educators and relevant professionals whenever it is possible to develop,
implement and evaluate assessment strategies in diagnosing the learning needs of my
students, determine the effectiveness of the assessment approaches used, to ensure they
enable my students to gain the most knowledge, and to ensure the strategies I implement
meet the requirements of the curriculum. I will provide my students with both formal and
informal, effective and appropriate feedback that has been constructed based on the
relevant and informed judgements that I have made regarding their developmental needs to
enhance their learning (AITSL, 2016). I believe that it is important that I follow The Evidence
Based Learning Cycle in order to be an effective educator. Progression through the elements
of this cycle, will allow me to respond to the developmental needs of my students based on
evidence. It involves me being reflective, examining the effectiveness of my teaching and
evaluating the influence that professional learning has had on the learning outcomes of my
students. The Evidence Based Learning Cycle will enable me to conclude if my practices
have been successful and consider how they can be altered to ensure successful learning
within my classroom ("Evidence Based Professional Learning Cycle," n.d.). The
assessments that I use will be based on a constructivist approach, I believe this is important
as individuals simply do not absorb information that is provided to them. They make
connections with previous knowledge and experiences in various social and cultural contexts
which enable them to make sense of the information that is provided. As Readman and Allan
state Learning is an organic rather than linear process, requiring learners to double back,
confound themselves, make connections and rebuild previously held frameworks in light of
new information (Readman & Allan, 2013, p.8).
Taking a constructivist approach will assist my students in developing higher- order cognitive
abilities such as the ability to critically reflect, evaluate, and make valid predictions and to
problem solve. I strive to immerse my students in authentic learning experiences and
assessments that are engaging, relevant to the real world, and their experiences (Readman
& Allan, 2013, pp. 7-15). I strive to ensure my students reach the zone of proximal
development and intend to do this by scaffolding their learning and implementing
assessment methods that highlight my students potential rather than just looking back.
(Readman & Allan, 2013, p.8). I will incorporate formative assessments in my class room
regularly such as assessment as learning, and assessment for learning. I believe such
assessment practices equip students with the ability to be adaptable and independent
learners (Timperley, Helen, 2011, p. 1).I will do this not only to keep up to date with my
students developmental needs, but to ensure my students can successfully identify the gaps
between their current understanding and assessment results, in order to become successful

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in achieve learning goals. The assessments that I use will be relevant to my students
developmental needs and I will ensure outcomes and learning goals are clearly
communicated. I will provide my students with feedback that is of high quality, informative
and directed to enhance their learning (Readman & Allan, 2013, pp. 26-27).
I believe that it is vital my students develop motivation and resilience in regards to
assessment; I aim to develop healthy attitudes regarding assessments among my students
by ensuring that the assessment practices that I implement are not demotivating and
ensuring I recognise the efforts of my students. I want my students to believe that
assessment is fair and to develop the ability to handle results and feedback that they
receive, even if it is not what they expected (Readman & Allan, 2013, p.21). I want my
students to see such results not as a negative, but as a positive.
Practices and Techniques:
In order to be an effective teacher and enable my students to benefit the most from
assessment to enhance their learning, I intend to use formative assessment in the
classroom on an ongoing basis, I will do this to motivate my students, to assess my students
as they go and ensure they are on track, to guide future lesson planning and determine
relevant outcomes. AITSL (2016) states graduate teachers should be able to implement a
range of assessment strategies and techniques. Similarly, Readman and Allen (2013) agree
that while a range of assessment should be used in the classroom, formative assessment
assists with ongoing learning. In my previous practicum placement, I observed the educator
regularly check their students understandings through a number of informal and formal
formative assessment methods. The methods that I believe were the most valuable and I
intend to use within my classroom includes teacher and student discussions, group
discussions, authentic learning tasks such as hands on and real life experiences, and
portfolios that contain a variety of different work samples of the student that demonstrate the
students efforts, progress and overall learning regarding one or more learning outcome, or
developmental domain. The teachers Guide to Assessment which has been devised by the
ACT Government also identifies such strategies as useful assessment strategies (ACT
Government Education and Training, n.d.). This emphasises the idea that these assessment
strategies are valuable for teaching and student learning.

References

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Australian Institute for Teaching and School Leadership [AITSL] (2016). Australian
Professional

Standards

for

Teachers.

Retrieved

from:

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Evidence

Based

Professional

Learning

Cycle.

(n.d.).

Retrieved

from

http://www.education.vic.gov.au/school/teachers/profdev/Pages/cycle.aspx
NSW Department of Education. (2008). Principles of Assessment & Reporting in
NSW

Schools.

Retrieved

from

http://www.curriculumsupport.education.nsw.gov.au/timetoteach/policy_doc/pr
inciples_ar.pdf
Principles for Assessment and Reporting in NSW Government Schools. (n.d.).
Retrieved

from

http://www.schools.nsw.edu.au/learning/k-

6assessments/principles.php
Timperley, Helen. (2011). Using student assessment for professional learning:
Focusing on students' outcomes to identify teachers' needs. East Melbourne,
Vic: Education Policy and Research Division, Office for Policy, Research and
Innovation, Dept. of Education and Early Childhood Development.
Readman, K. & Allen, B. (2016). Practical Planning and Assessment. South
Melbourne, VIC: Oxford University Press.