Assessment

6/3/2017

This week we have been delving into the concept of student assessment – the ways in which teachers can
plan and implement assessments to analyse the level of student engagement in learning. The week’s
lecture discussed key principles for assessment, types of assessment and the ways in which assessment
can be used authentically and for further student growth.

The idea that particularly stands out to me throughout this topic is that assessment should be a natural
and ongoing element of teaching and learning, rather than something tacked onto the end of a unit of
work to tick a particular box or to provide marks for a report. The concept of assessment for learning and
assessment as learning are equally as important as assessment of learning, though the latter is often the
only way assessment is seen.
Understanding
Assessment for and as learning provide valuable opportunities for the teacher to map where of formative and
students are up to in their understanding which is then fed into further planning and teaching. summative
This formative assessment also gives feedback to the teacher of how successful their teaching approaches to
strategies have been and gain insight into which students may need extra support or extension. assessment
This image by Bryan Mathers is quite a helpful and insightful depiction of this idea:

Understanding
of diagnostic
value of
assessment

Source: http://bryanmmathers.com/formative-vs-summative/

I find the area of assessment particularly interesting as I embark on my teaching career, in part because
assessment often carries with it a reputation for creating fear and anxiety in students, and endless work
for teachers. But I am drawn to the idea of assessment being reclaimed as a positive part of learning and
teaching.

One way in which this can be done is by bringing students into the thinking behind assessments, fostering
a sense of partnership between students and teachers. If the teacher can clearly explain how the
assessment fits within the course, builds on skills the students themselves are keen to extend and equips
them for success in their future studies (and life), students have a greater sense of ownership over their
learning, even through assessments. This also builds the teacher-student relationship, a critical element
of the learning process according to social-cognitive theory, showing students that teachers are on their
side, rather than there to create stress through assessments (Duchesne & McMaugh, 2013). The
importance of consistent, fair and contextualised assessment is also highlighted by AITSL's
fifth Professional Standards for Teachers: Assess, provide feedback and report on student learning.
Understanding authentic
assessment and strategies
such as linking to syllabus
Although I have not yet begun teaching myself, I have certainly found this to be effective as a student.
The assessments I am most motivated to complete are those that clearly build on skills and knowledge
highly relevant to my future preparedness and success as a teacher, and where my teachers have
explained the purpose of these assessments in my learning.

All of this said, I am also cognisant of the fact that some assessments, particularly standardised testing
such as the HSC, are often viewed as a necessary evil for which teachers must prepare students. I agree
with much of the criticism of such tests, that for all the emphasis on students developing a wide range of
skills and capabilities, they are often assessed in very narrow ways focusing largely on ability to write
essays under time pressure.

Lastly, I am also aware that even the best explained and contextualised assessments will create some
sense of anxiety in students. I believe the best way for teachers to support students in this is to provide a
high level of scaffolding for the task but also work to create a safe and supporting environment for
students as they learn.

References:
Australian Institute for Teaching and School Leadership. (2017). Organisation of the
Standards. Aitsl.edu.au. Retrieved 14 May 2017, from https://www.aitsl.edu.au/australian-professional-
standards-for-teachers/standards/overview/organisation-of-the-standards

Duchesne, D., & McMaugh, D. (2013). Educational Psychology for Learning and Teaching (4th ed.).
Melbourne: Cengage Learning Australia.

Rowston, K. (2017). Assessment and Reporting. Lecture, Australian Catholic University, Strathfield
Campus.

Zhao, Y. (2013). NAPLAN, HSC will not help students succeed in real life. The Sydney Morning Herald.
Retrieved 1 June 2017, from http://www.smh.com.au/comment/naplan-hsc-will-not-help-students-
succeed-in-real-life-20131125-2y65h.html