Assessment

Task One: Essay

EDFD452 Transition into the Profession
Lecturer: Dr Bernadette Summers

Assessment in education is defined as the ongoing process of gathering, analysing
and reflecting on evidence to make informed and consistent judgements to improve
future student learning (Department of Education and Early Childhood Development
Standard 5.1
Demonstrates an
understanding of
assessment
strategies,
including formal
and informal,
formative and
summative.

[DEECD], 2009, para. 2). There are three main purposes for assessment for, as and
of learning, with each focusing on a different aspect of the teacher and student roles
and responsibilities in relation to the teaching and learning process. The evidence
ascertained by assessment is then communicated through the use of reporting to
help students, parents and teachers to make decisions and recommendations for
their future learning. Current assessment and reporting practices are an integral part
of the teaching and learning process (DEECD, 2009). They aim to reflect changes
based on new understandings of learning theories, as we strive towards developing
knowledge, skills and behaviours that are necessary for the 21st century and in
becoming life-long learners, as is one of the goals set out in the Melbourne Declaration
on Educational Goals for Young Australians. This essay will focus on assessment and
reporting for learning and will explore how these two components, when combined,
positively impact classroom pedagogy and the quality of a students learning
experiences.

Standard 5.1 >

Standard 5.4
Demonstrate the
capacity to
interpret student
assessment data to
evaluate student
learning and
modify teaching
practice.

Assessment for learning is the process of seeking and interpreting evidence for use
by learners and their teachers, to identify where learners are in their learning, where
they need to go and how best to get there (Assessment Reform Group [ARG], as cited
in Gardner, 2006, p. 2). It is an integral part of the teaching and learning process and
establishes the teachers role in assessment, as they use a variety of assessment tools
and teaching strategies to collect evidence of what students know, their perceptions
and misconceptions. Assessment for learning aims to help students recognise and
understand the standards they are aiming for and allowing students to have an active
role in deciding their learning goals and identifying criteria for assessment progress.
In this way, assessment is seen positively as supportive of student learning and
assisting students to close the gap between their current achievement and the
expected goal. Currently in Australia, the national standards in which schools use to

assess student progress is provided within the Australian Curriculum, which outlines
what is essential for all young Australians to learn during their time at school from
Standard 5.2
Demonstrates an
understanding of
the purpose of
providing timely
and appropriate
feedback to
students.

Foundation to Year 10 (Australian Curriculum, Assessment and Reporting Authority

[ACARA], 2013). Assessment for learning also develops students skills of self-
assessment so that they can become reflective and are able to identify the next steps
in their learning. This requires the teacher to provide ongoing and constructive
feedback, which will in turn lead to students increased motivation to achieve.
Assessment for learning has the potential to transform teaching and learning
processes in ways that enhance learning outcomes, but it must be in partnership with
reporting strategies.

Standard 5.2
Demonstrates an
understanding of
the purpose of
providing timely
and appropriate
feedback to
students.

Reporting strategies are progressively shifting from the report cards students would

Standard 5.5
Demonstrates an
understanding of
the range of
strategies for
reporting to
students and
parents/carers.

Black and William (1998, p. 143) states when anyone is trying to learn, feedback

receive at the end of each semester, to further providing ongoing, timely, relevant
and usable (Masters, 2009, p. 75) feedback focusing on a students strengths and
weaknesses, and an instructional plan as to where each student can improve. This
communication, supported by evidence of assessment, can help students, parents and
teachers as they work collaboratively towards decisions for future learning. Similarly
about the effort has elements: redefinition of the desired goal, evidence about
present position, and some understanding of the way to close the gap between the
two. All three must be understood to some degree by anyone before he or she can
take action to improve learning. Furthermore, teachers need to be mindful of the
impact that comments, marks and grades can have on a students confidence and
enthusiasm, providing feedback that is as constructive as possible. Comments that
focus on the work rather than on the individual are more constructive for both
learning and motivation (Black & William, 1998, p. 143).

Assessment and reporting strategies are an integral part of the teaching and learning
process and should focus on how students learn. Constructivism is a theory of
learning to explain how people know what they know. It encompasses the idea that
learning is an active process whereby students experiences and engagement in
activities displays change in the learner. As they reflect on what is learnt, they are
building on their prior knowledge which is one of the main principles of the
constructivist approach for further learning. As education in the 21st century sees a

shift from direct- teaching to developing learners who can adapt and apply prior
knowledge within and beyond the classroom, teachers are implementing inquiry-
based learning. As stated by Major (2011), Inquiry is grounded in constructivist
notions of learning and knowledge (p. 251), and is seen as one pedagogical strategy
that is valued for its characteristics of being engaging and intrinsically motivating for
learners, appropriate for all ages and well suited to collaborative learning. A further
theory of learning that emphasises the importance of the construction of shared
knowledge in a social environment to assist with meaningful learning is social
constructivism. Contributed by Lev Vygotsky, it was seen as a process of
transformation by the student in the context of socialisation and education,
particularly through the use of culturally related behaviour and language (McInerney
& McInerney, 2010). One of the main elements of Vygotskys theory is the zone of
proximal development which describes the range of potential each person has for
learning. Progression through the zone of proximal development requires the
structured guidance of an educator who seeks to challenge the child to achieve a goal
or a set outcome; this is referred to as scaffolded instruction. One of the key
principles which underline the effective use of the zone of proximal development is
that it must allow for change and development (McInerney & McInerney, 2010).

Standard 5.3
Supports
consistent and
comparable
judgements of
student learning.

Motivation for learning has been described as the engine that drives teaching and
learning (Stiggins, as cited in Gardner, 2006, p. 61). Assessment is one of the key
factors that affect motivation. Assessment and reporting that encourages learning
promotes motivation by emphasising progress and achievement rather than failure
or a comparison against fellow peers, which is likely to lead to a students withdrawal
or disinterest from the learning process. The effort required for learning is influenced
by interest, goal- orientation, self-esteem and self-regulation (Gardner, 2006). By
allowing students to have an active involvement in the reflection and decision-
making process regarding their learning, it sparks a students intrinsic motivation to
achieve and perform to the best of their ability. The development of interest that
leads to learning is connected with goal orientation and with the type of feedback
they receive, both of which are closely related to assessment and reporting for
learning.

Standard 5.1 >

Standard 5.2 >

Standard 5.3 >

Standard 5.4 >

Assessment and reporting for learning is an ongoing classroom practice, and situates
the students needs at the centre; helps learners know how to improve and promotes
an understanding of the learning goals and criteria that are achievable. The
congruence of curriculum, pedagogy and assessment is crucial in enhancing student
learning (DEECD, 2009, p. 5). The essential knowledge, skills, behaviours and
capabilities described in the Australian Curriculum provide the basis for the
development of the student, as well as develops social behaviours that will assist
students in future challenges of the 21st century and in becoming life-long learners.
All of the qualities that collectively relate to assessment and reporting for learning,
when actively embedded into the primary setting, positively impact on student
achievement and improved learning.



Word Count: 1240