Professional Teacher Identity Statement on Assessment

Assessment today

The assessment of student’s learning is integral (AITSL, 2011, p. 17), continual and Readman
& Allen (2017, p. 17) place it as “central to learning.” Being assessment literate is necessary
so that students have the best chance of learning. Popham (2009, p. 4) believes,
“assessment literacy is crucial in educator competency and this empowers teachers to
typically make better decisions on how best to teach their students.” Assessment literacy is
not just about the student learning, it’s also about the teacher learning; their growth in
reflective practices and professional learning (AITSL, 2011, p. 20).

Types of assessments and their relationship to teaching and learning

Classroom and Accountability Assessment

There are two types of assessment: classroom assessment and accountability assessment
(Popham, 2009, p. 6). Accountability assessment has become a prominent feature in schools
today. There is a vested interest at a state and federal level as to the education we offer and
the benefits it will have not only within our country but within the world. Assessments like
NAPLAN (National Assessment Plan for Literacy and Numeracy) is considered necessary in
that it reinforces the expectations of literacy and numeracy outlined in the General
Capabilities of the curriculum (Readman & Allen, 2017, p. 178). High-stake assessments have
their critics saying they lack diversity and aren’t a true indication of a student’s ability. These
kinds of comparative assessments often cause anxiety in students, some teachers feel the
best way for their students to perform is to continually practise NAPLAN type questions, the
schools are under pressure to be better than other schools and parents want their children
to do well. This is a concern and as a class teacher, it would be uppermost in my mind to
prepare students for these kinds of tests. I believe, with careful in class assessment practices
this can be done.

Classroom assessment is where the teacher can build caring and trusting relationships with
the students; getting to know their interests, what motivates them, provide challenging
learning experiences, support their learning journey and make carefully considered
judgements. An inclusive and positive student teacher relationship is vital if learning is going
to occur in the classroom (AITSL, 2011, p. 14). The Education Department WA (2011)
advocates that learning is about striving to give our best and in the pursuit of excellence,
learning has its challenges and sometimes we make errors and fail. Failure is part of
learning, so long as we know why and what we could do to improve. Carol Dweck (2014), an
American Professor of Psychology, stresses the importance of giving students challenges to
improve growth mindset; she says, “It makes the neurons in the brain form stronger
connections and overtime you get smarter.” John Hattie (2013), a researcher in education,
refers to the “‘Goldilocks’ principle where challenges are to be not too hard and not too
easy but must be accompanied with practice.” Through challenges, including failures, we
develop a strong growth mindset and I believe this will help students build resilience to cope
with high-stake assessments in the future like NAPLAN.

Constructivist Learning Theory

AITSL (2011, p. 4) states the importance of knowing your students and how they learn
physically, intellectually and socially. Renowned educational theorists, John Dewey, Jean
Piaget and Lev Vygotsky strongly endorse the constructive learning theory. Dewey believed,
“students’ learn by experience and make connections from prior knowledge to knowledge
being introduced in the classroom” (Readman & Allen, 2017, p. 7), Piaget’s theory proposes
that children form associations or schemas to build knowledge as they move through
cognitive stages and Vygotsky believed in the social nature of learning and developed the
zone of proximal development where through scaffolding, students work towards their
learning outcomes in achievable parts (Readman & Allen, 2017, p. 103). Learning is best
achieved constructively where the focus is on the individual student; finding out what they
know, what motivates them, building new learning through connections from prior
knowledge and applying the new learning.

Learning in a constructive manner requires continual assessment. There needs to be an

understanding of where the students are at through assessment and where they need to go
to achieve learning outcomes and personal goals. Readman & Allen (2017, p. 15) stress the
importance of assessments being constructively aligned with the learning goals so students
are more likely to achieve their goals.
Diagnostic Assessment (assessment for learning)

Diagnostic assessment is where the teacher will find out what the student knows, their prior
knowledge, what motivates them, any misconceptions or gaps in learning; there is no point
in teaching something they already know. The evidence obtained is used for planning and to
drive new learning (AITSL, 2011, p. 18).

Diagnostic assessments can be as simple as making observations, asking questions and

brainstorming, getting the students to draw a diagram and label it with what they know, a
short quiz about the intended learning, reflecting and discussing previous learning or a more
involved one-on-one interview that has been specially designed to find out what they know.

Formative Assessment (assessment as learning)

Formative assessment is crucial in building learning and needs to be a part of every lesson.
John Dewey views “the teacher’s role is to partner with students in the pursuit of learning,
to engage with the learners actively and encourage reflective practices” (Readman & Allen,
2017, p. 7). Black & Wilian (2001, p. 13) suggest there is “firm evidence that the
development of formative assessment raises standards.” Formative assessment is most
beneficial when it’s constructively aligned; the intended learning outcomes are clearly
outlined and the assessment tasks are appropriate in progressing the students towards
achieving these outcomes (Readman & Allen, 2017, p. 76). Creating opportunities for
students to be part of the goal-setting process is vital in developing their commitment to the
tasks (Readman & Allen, 2017, p. 90); it could be working in consultation with the students
to design a rubric to assess students’ achievement of learning goals (AITSL, 2011, p. 18).
Hattie (2011), recommends showing students what success looks like which can be a
powerful learning tool, like modelling an art technique or using visual technology like a
YouTube video but of course there are times when the visible model is not to be shown, like
a science experiment where the teacher wants them to make their own observations
without any pre-conceived ideas.

As learning is happening, assessment tasks are applied to suit the age group and should
increase in challenge. In early learning, the teacher would be observing and collecting
evidence using photographs, students’ drawings and transcribing what they say. As students
become older they need to be encouraged to take an active part in making judgements on
their own learning and the learning of others (Readman & Allen, 2017, p. 95). Black & Wilian
(2001, p. 7) stresses the importance of providing opportunities for students to express their
understanding. Assessment tasks need to reflect this understanding and can be as simple as
getting the students to display a red, amber or green signal cup to show how they are
feeling about the new learning, it could be a round circle discussion where everyone has the
opportunity to speak and reflect on their learning, asking questions that develop higher
level thinking are essential in giving the teacher vital information about the students’
learning (Readman & Allen, 2017, p. 83); this could also be in the form of an exit slip with
questions either the teacher and or the students have constructed. Readman & Allen (2017,
p. 95) highlight the importance of allowing sufficient time and support for students to
answer questions, to practise, for rehearsing, modifying and problem solving. From these
assessment tasks, it’s essential that students have regular high-quality feedback that will
impact positively on achieving their learning goals (AITSL, 2011, p. 17). As students’ progress
and become more familiar with the assessment process and expectations, it is important
that they have opportunities to self-assess or seek feedback from other sources like their
peers or from online educational games with immediate feedback like Reading Eggs or
Mathletics (Readman & Allen, 2017, p. 112). AITSL (2011, p. 9) requires that the inclusion of
ICT (Information Communication Technology) is an important aspect in supporting students’
learning.

The consideration of all the students’ needs is paramount in delivering fair and equitable
learning (Department of Education WA, 2011) and it is a requirement that assessment tasks
cater for student diversity (AITSL, 2011, pp. 5-6). Students with diverse needs can include;
gifted students, Aboriginal students, students with disabilities, students from different
cultures, students with learning and behavioural difficulties or students where English is a
second language. Tomlinson (2000) advocates that catering for diversity in the classroom,
“maximises student potential” and that the teacher be continually reflective on the needs of
students; do they need space; would they learn better with manipulatives, is the task
challenging enough or would the task be better worked on individually or collaboratively. In
the case of collaborative learning, the teacher needs to be aware of the accountability of
the individual; this can be done by offering roles to each group member or using strategies
like placemat or jigsaw to assess individuals. Collaborative learning is essential in the
classroom and underpins Lev Vygotsky theory that learning occurs in a social and cultural
context (Readman & Allen, 2017, p. 8).

Involving parents, caregivers and the wider community in the education process is
important in reinforcing learning (AITSL, 2011, p. 13). It could be through connecting online
with photographs of learning, viewing a rubric designed for an upcoming summative
assessment or it could be in the form of homework but exercises must be relevant to the
intended learning outcomes that are being achieved in the classroom (Black & Wilian, 2001,
p. 8).

Formative assessments give the teacher and the student vital information about their
progress. The teacher records evidence of learning which could be in the form of: anecdotal
notes specific to the learning outcomes that have been observed, photographs of learning,
the use of floor books, particularly in the early years to record everyday learning, student
journals or work samples. Evidence obtained by teachers of students learning is interpreted
so that appropriate adjustments can be made; this could be modifications made to teaching
practices, addressing misconceptions or gaps in learning (AITSL, 2011, p. 18).

Summative Assessment (assessment of learning)

Summative assessment in the classroom is important and can be stressful if the students
aren’t prepared. I believe a summative classroom assessment should be an assessment that
is a natural progression from the learning and assessments already completed, no surprises
but are carefully planned to challenge and offer opportunities to apply the new learning.
These tasks could include a test if it was appropriate but there are more authentic and
challenging tasks that the students could complete like: make a video in a small group,
conduct an interview in pairs, create a poster or make a power point presentation.

Summative assessments are only used as an endpoint to a learning journey. They are useful
for reporting to parents or carers on student’s achievement (AITSL, 2011, p. 19). To be fair, I
believe the evidence gathered from formative assessments is just as valuable as the
summative assessment and should be both used when making final judgements regarding
student’s learning.
My Changing Beliefs on Assessment

In my early days of teaching, assessments were referred to as tests with the mark being the
focus and students completed them in a test book that went home to the parents.
Programmes were created from the syllabus with an assessment tacked on the end.
Reflecting on my own learning journey and going back to university as a mature age, I realise
that effective learning is through building connections and continuous and carefully
considered assessment. I think the ‘penny dropped’ when I began to match the learning
objectives from a lesson with an assessment. This gave me vital evidence of what was
happening in the lesson; was it something they already knew or do I need to directly instruct
some students because there is a misunderstanding. I’ve since learnt to programme using a
‘big idea’ theme in a ‘backward design’ format. The ‘backward design’ format focuses on the
’big idea’ learning outcomes and assessments that need to be completed along the way for
the learning outcomes to be achieved (AITSL, 2011, p. 10). Wiggins & McTighe (2011, p. 4)
propose that, “long-term understanding is most likely to occur when the focus is on
teaching transferrable concepts and processes with many opportunities to practise and
apply the new learning in meaningful context.”

My goals for successful assessment in the classroom

My goals for achieving successful assessment in the classroom are: to be an assessment

literate and reflective teacher, to plan real and challenging learning experiences so students
benefit from completing the tasks, to express learning outcomes and assessments clearly,
to construct carefully considered assessments that cater for the diverse needs within the
classroom, to continually assess students, to make a concentrated effort on delivering high
level feedback to every student so learning can progress towards learning outcomes and
personal goals, to allow time for learning and the opportunity for every student to have a
voice regarding their learning, to focus on and celebrate the process of learning not just the
final result and in the words of Lorna Earl (n.d.), a leader in the field of assessment and
evaluation, “we want to accomplish in young people the ability to become their own best
assessors.”
It is my role as an educator to advance student’s learning (Department of Education WA,
2011) and this can only be successfully completed if assessment is continually part of the
learning journey.
 References

AITSL. (2011). Australian Institute of Teaching and School Leadership. Victoria: MCEECDYA
Secretariat.

Black, P., & Wilian, D. (2001, November 6). Inside the Black Box: Raising Standards Through
Classroom Assessment. Retrieved from WEA Education:
https://weaeducation.typepad.co.uk/files/blackbox-1.pdf

Department of Education. (2011, September). Code of Conduct. Retrieved from Department

of Education: http://det.wa.edu.au/policies/detcms/policy-planning-and-
accountability/policies-framework/guidelines/code-of-conduct1.en?cat-id=3457094

Dweck, C. (2014, November). The power of believing you can improve. Retrieved from TED
Ideas worth spreading:
https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_i
mprove

Earl, L. (n.d.). Lorna Earl Interview (Segment 2) - Growing Success and Assessment for
Learning. Retrieved from Vimeo: https://vimeo.com/48706531

Hattie, J. (2011, December 1). Visible Learning. Pt2: effective methods. Retrieved from
YouTube: https://www.youtube.com/watch?v=3pD1DFTNQf4

Hattie, J. (2013, November 22). Why are so many teachers and schools so successful?
Retrieved from TEDx: https://www.youtube.com/watch?v=rzwJXUieD0U

Popham, J. W. (2009). Assessment Literacy for Teachers: Faddish or Fundamental. Theory

Into Practice, 48, pp. 4-11.

Readman, K., & Allen, B. (2017). Practical Planning and Assessment. South Melbourne:
Oxford University Press.

Tomlinson, C. A. (2000, 8). Differentiation of Instruction in the Elementary Grades. Retrieved

from VTaide: http://www.vtaide.com/png/ERIC/Differentiation-of-Instruction.htm
Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-
Quality Units. Alexandria. Virginia USA: Association for Supervision and Curriculum
Development (ASCD).