Brigitte Carter SN Assignment One: Report/Case Study

EDPR 3005 Lecturer:

Link to web page: https://brigitteteachingportfolio.weebly.com

My Assessment Identity

Assessment may be broadly perceived as a collation of information, both

formal and informal, that shows the knowledge and skills students have
acquired and how adequately this has been done (Snowman, McCown &
Beilhor, p. 477)) – it provides feedback for a way forward (Sultan & Khan,
2017, p. 1076). Within the classroom there are many and varied ways
assessment can be integrated in to tasks and activities. During my
Undergraduate teaching practice, this has included such things as questioning
in interviews and worksheets, presentations, rubrics, checklists, KWHLAQ,
First Steps Diagnostic activities. There is also mandatory testing within schools
which provide a snap-shot of the child’s leaning such as NAPLAN – I believe
all hold a place in a child’s education. I believe well-designed and a multiple-
measures approach to assessment – is beneficial to all stakeholders; for
students and teachers – it provides a clear, meaningful and useful account of
achieved outcomes and a path for on-going instruction and learning; for
parents/caregivers, Principals and District Directors, National bodies it provides
transparency in the teaching and learning that is taking place with data to
support it – and what needs to be addressed to give the child maximum
opportunities to achieve and perform to the best of their ability at a local and
National level . This ethos enables the “Teachers Code of Conduct” to
addressed - for example; accountability.

My assessment identity is underpinned by providing a safe, supportive, non-

threatening, aesthetically pleasing, culturally appropriate, comfortable and
yet challenging learning environment. The importance of environment is
intrinsic to developmental sustainability, progress and evolution (Hughes &
Kwok, 2007, p. 39) the form and function which assists a child’s learning. This
thinking is supported by “AITSL: Standard One & Four” - developing an
educational environment, which addresses the needs of all students including;
Indigenous students, students with different ethnic or cultural backgrounds,
ESL students, students with a disability, economic disadvantage or for those
who require special needs or has special circumstances such as in the loss of
a loved one, divorce or other such events - where the student is experiencing
grief - which affects the state of mind of the individual - if a child was to sit
mandatory testing for example; NAPLAN it would not necessarily provide valid
results and could actually be stressful. A student’s mental and physical health
and well-being are major considerations in all teaching/learning and
assessment experiences and sensitivity must be shown.

Adopting theories such as “Maslow’s Hierarchy of Needs” (Woolfolk, 2004, p. 353) -

supports this – it highlights needs that if not met this may be detrimental to
assessment outcomes. This is when assessment may need to take on an
individualised plan with a support system or program to ensure mental health
and wellbeing - to validate assessment and ensure equity.

In addition, respectful and caring relationships are at the core of my

philosophy. Studies by Hughes and Kwok (2007) show that relationships
between students, parents/caregivers, peers, families and teachers (social
relatedness) are critical to student’s engagement and academic success (p.
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
39). Knowing the personalities of my students and their background will enable
me to make unbiased decisions and provide assessments and feedback that
are relevant to them and their learning - this is aligned with AITSL5.2. Being
intuitive and compassionate to their individual needs and circumstances will
assist in getting the best results for each child.

Maintaining a positive attitude and openness towards assessment and its

evolutionary process is paramount to its successful implementation and is a
concept that I endeavour to support. (Readman & Allen, 2013, p. 282-283).

What do I understand about the relationship of assessment

to teaching and learning?

The purpose of assessment is to compile multi-dimensional

evidence that determines whether students are meeting specific
goals and outcomes. It allows teachers and other educative
directives to determine future learning paths. Assessment leads to
informative reporting - providing feedback for stakeholders. It is
imperative learning objectives and criteria are transparent so
accurate and informative data are collated and interventions
appropriate to the needs of the individual are met and reported.

I understand every observation we make, question we ask or task

we set is about a student’s learning and is a direct or subconscious
link to assessment based on teaching, curriculum content and the
learning performance that has taken place (Dryden & Vos, 1997, p.
457). For example: When teaching a new child Mathematics, a
conversation took place where she described the construction she
was doing with her father and the tool they were using for
measuring - I had already begun assessing. When the time came
for Diagnostic Assessment the link was made because her
misconception was that centimetres were inches – the measuring
tool her father used was in inches appropriate tasks were developed
and monitored (on-going assessment).

Critical thinking is a vital skill and as an educator it is essential that I

provide opportunities for problem solving and relevant assessment
methods, such as open-ended tasks - that encourage this ideology
(Dryden & Voss, 20p. 457).

Promoting excellence is an important aspect of my teaching,

learning and assessment, Using peer assessment and even linking
that to self–assessment is a non-confronting way to motivate
students to participate in the assessment process. This type of
assessment may be linked to future forms of assessment in the
work-place (Dryden & Voss, 1997, p. 457).
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:

It is my role as a future educator to provide opportunities for

students to engage in diagnostic, formative and summative
activities/tasks (multiple measures) that promote my philosophy of
assessment- using an eclectic/ multidimensional range of
resources/tools to create relevant and meaningful assessment data
relative to real-world consequences (Partnership for 21st Century
Skills, n.d.). This is aligned to “AITSL: 5.1”.

Diagnostic Assessment: These tests are aimed at identifying specific

strengths and weaknesses. In the learning areas of Mathematics and
English First Steps provide well-designed tasks which enable a
teacher to ascertain a prognosis and create the necessary
interventions. An example was in a Mathematics unit we were
required to work with a child, in the area of Measurement and
Geometry. After completing the diagnostic tasks, it became
apparent that there were definitive shortfalls in the child’s
understanding of unit representation. Appropriate tasks were set
over the ensuing weeks and with observation, feedback and work
samples the child was able to successfully implement the use of the
correct units. Another example is after Diagnostic Assessment
- individual learning plans are developed.

Formative Assessment: There are many ways in which formative

assessment can be used in the educative environment – individually
or as a group - as discussed in my Assessment Identity. It is a non-
confronting and often non-linear way of addressing outcome criteria
and achievement. It is time-saving for the teacher, as assessment is
embedded into instruction and processes such as with work
samples. The Rubric is one way in which Formative and Summative
assessment can be successfully addressed. It is a scoring table
which sets out specific criteria and provides stakeholders an
opportunity to address their level of performance and feedback
which assists students in moving the individual’s learning
forward (Macquarie University, 2013).

Summative Assessment: This type of assessment is usually done at

the end of a learning period. It is a formal test or grading of learning
goals that have been achieved – it sums up how well a student is
performing and is given a grade (Snowman et al., 2009, p. 478). The
assessment may be at the end of a unit of work, end of term – over
a period of time. The major components in standardized testing are
nor-referenced testing: where the student is ranked across a
statistical norm (Readman & Allen, 2016, p. 48) and;
criterion=based testing: are indications of mastery of desired
outcomes or objectives (Snowman et al., 2009, p. 494)
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
Twenty-first century assessment, teaching and learning requires that
a variety of evaluative and reflective assessments are done. I
believe the use of diagnostic, summative and formative
assessments all hold a place in 21st Century education (Partnership
for 21st Century Skills, n.d.,). Using multiple measures is a
transparent way to offer opportunities for all student’s to achieve
and be empowered by knowledge – and to use this to build a
fulfilling and sustainable future both locally and globally.

What principles and what values do I follow in my development as a

teacher?
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:

Individual
Equitable

Sustainable
Equality

Assessment
Provide Identity Valid &
Feedback Varied
Values Chart

Non-Negotiables
Fair/
Transparent
Impartial

Authentic
Ethical

Aligned

What kind of a teacher am I becoming; what is my identity?

I feel that my strengths as a person are in acceptance, diversity, compassion,

gratefulness and creativity. I embrace the individual and want to transfer this attitude
to my future students. I am a believer and hope that I can help my students believe in
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
themselves, to learn to think – improving their cognition, to learn to think about how
they think – improving their meta-cognition and; as a teacher help when they want to
learn more – developing their locus of control – so that they can achieve to the best
of their ability. A private liberal arts college in America has a motto that I think
embraces this; “Climb high, Climb far, Your goal the sky, Your aim the
star”. https://en.wikipedia.org/wiki/Williams_College

I am a strong advocate of life-long learning and therefore see assessment of my own

teaching as being as important as my student’s assessment (Dryden and Vos, 1997,
p. 457). I believe this enables me to act as a role model to my students as they
embark on their learning journey. Appropriate assessment, learning and thinking are
developed together and can be transferred in to the desired outcomes of the
individual.

Being self-reflective is paramount to my self-growth which will enhance my self-

esteem and confidence. Being the best person and teacher I can be, is not only
beneficial to me but to other individuals (such as students and peers). I aim to create
a Dominoe Effect which encourages others to assess themselves and be the best
that they can be. A good starting place for me as a teacher, would be through “AITSL
online assessment for teachers” which gives insight into professional growth –
allowing reflection and improved practice.

As a future educator I also strive to encourage my students to be creative and

innovative risk takers and to see mistakes as learning opportunities and a positive
part of growth (Readman & Allen, 2016, p. 36-37).

It is an important aspect of my role as a teacher, to reach out to the community to

support students learning. Utilising expertise and resources within my community
aims to deepen the learning experience. For example when developing a lesson on
Indigenous Art – reaching out to a local Aboriginal artist to explain the Dreamtime,
storytelling and how it relates to their art was incorporated. Experiences such as
these are beneficial to all involved.

I feel it will be my role to embed practices and habits conducive to life-long learning.
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
What goals am I trying to achieve in my approach to assessment and
evaluation?

Both can be addressed using a wide variety of both face-to-face and virtual learning
experiences (Macquarie University, 2015). It is essential that all forms of assessment
and evaluation are seen as ways of helping the individual develop, thrive and
promote life-long learning.

Some of my Goals:
 Achieving the broadest range of insight in to what the individual knows and
can do – hence the importance of using a range of strategies to cater to
specific needs. What also needs to be done is to look at the big picture and
recognise how the curriculum could have perhaps better catered for any
shortfalls.
 Making sure all content assessment match the section of the achievement
standard we are working towards
 That factual, conceptual and procedural knowledge are assessed.
 Encourage students to be self-motivated, self-managed and to self- assess
and self-reflect. A quote from the book “The Learning Revolution” sums it up
quite succinctly - “In a world where self-management will be required of all
continuing self-assessment is needed…” (Dryden & Vos, 1997, p. 455). The
aim is to empower students by allowing them to know that they can make
changes in their lives that will lead them to succeed in whatever they may
choose to do. This may be in school as simple as having better listening skills
to, as an adult - changing professions.
 Using technology: Highly advanced technology is available to help justify
assessments and enhance teaching and learning. Technological programs
can be used to record assessment data or create such as Gradebooks or
performance assessment through students developing WebQuests.
 Using Apps may be a consideration for possible feedback such as; Storypark.
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
What are the ethical decisions and implications of my decisions in relation to
assessment?

It is a basic human right outlined in the Human Rights Act 2004 that every child is
entitled to have an “…education appropriate to his or her needs” (ACT Human Rights
Commission, n.d.). Therefore paramount to my planning, instruction and assessment
is consideration for the needs of the individual child. This is the essence of my
teaching, learning and assessment philosophy – focusing on the individual. For
example, if there is a child whose first language is not English then expecting them to
participate in predominantly English based assessment, irrespective of the learning
area, is unfair and inequitable – I would have to provide an alternative assessment
which still addresses the focused outcome or objective. I am accountable to all
stakeholders and must be able to validate my decisions with clear and accurate data.

There are many varied implications which may affect a child’s ability to perform or
participate in assessments and it will be my responsibility to adequately respond to
their individual needs and show empathy, respect and a lack of bias and provide
appropriate reformed assessments when and where necessary.

Respecting and contributing to my workplace and profession is expected by the

Department – aligning to “AITSL: Standard 7.1”. I must be able to engage
professionally with my peers, parents/ caregivers and the wider community and have
a duty of care for my student’s physical and emotional well-being. (WA 4). this also
aligns with the Department Code of Conduct (My analysis).

The Government of Western Australia: “Code of Ethics” as per the Public Sector
Commission (2012) outlines three major standards of conduct and integrity which
must be complied with; Personal Integrity; Relationships with others and;
Accountability (My analysis).
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
CODE OF CONDUCT

Principal Expectation Example

1. Personal Behaviour Behave ethically and It is my obligation as a

with integrity at all future educator to
times. adhere to the Acts and
Codes which Govern my
profession and to
maintain the values
that are both personal
and professional.
2. Communication & Use official All information I
Official Information information for collate in the domain of
authorised purposes. professional duties is
to remain within that
domain unless I am
authorised to do
otherwise.
3. Fraudulent & Do not engage in I must not use my role
Corrupt Behaviour dishonest conduct or as a teacher to usurp
misuse position. any person.

4. Use of Public Use public resources I am not to use

Resources diligently and property of the
efficiently. department without
the relevant authority.
5. Record Keeping and Keep transparent and I must keep succinct,
Use of Information accurate records up-to-date records of
relevant to relevant my dealings within the
Departmental policies Department.
and procedures.
6. Conflicts of Follow Department I must not undertake
Interest regulations in regards duties outside my
to personal v’s profession without the
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:

professional interests relevant authority.

and affiliations.

Adapted from Department of Education (2013). Code of Conduct. Government of Western Australia.
http://www.det.wa.edu.au/policies/detcms/policy-planning-and-accountability/policies-
framework/guidelines/code-of-conduct1.en?cat-id=3457094
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:

References

ACT Human Rights Commission. (n.d.). Human Rights & Discrimination: Factsheet
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
http://hrc.act.gov.au/wp-content/uploads/2015/03/Section-27A-Right-to-
Education1.pdf

AITSL (2017). Australian Professional Standards for Teachers. Australian Institute

for Teachers and School Leaders. Accessed from
https://www.aitsl.edu.au/teach/standards

Department of Education. (n.d.). Code of Conduct. Government of Western Australia.

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

Dryden, G. & Vos, J. (1997). The Learning Revolution. Auckland, New Zealand: The
Learning Web.

Government of Western Australia. (2012). Public Sector Commission. Code of

Ethics. Accessed from
https://publicsector.wa.gov.au/sites/default/files/documents/commissioners_instructio
n_07_code_of_ethics_08_17.pdf

Hughes, J. & Kwok, O. (2007). Influence of Student–Teacher and Parent–Teacher

Relationships on Lower Achieving Readers’ Engagement and Achievement in the

Primary Grades. J Educ Psychol. Vol. 99 (1) pp. 39-51. Accessed from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2140005/

Partnerships for 21st Century Learning. (n.d.). Framework for 21st Century Learning.
Accessed from http://www.p21.org/our-work/p21-framework

Snowman, J., McCown, R. & Biehler, R. (2009). Psychology Applied to Teaching.

12th ed. Boston, New York: Houghton Miffin Company.

Sultan, A.S. & Khan, M. (2017). Feedback in a clinical setting: A way forward to

enhance student's learning through constructive feedback. J Pak Med Assoc. Vol.

67 (7) pp. 1076-1084. Accessed from

https://www.ncbi.nlm.nih.gov/pubmed/28770891

Readman, K. & Allen, B. (2016). Practical Planning & Assessment. Sydney, NSW:

Oxford University Press.

Woolfolk, A. (2004). Educational Psychology. 9th ed. Boston, MA: Pearson Education
Inc.