EDP323: Professional Studies and

Evaluating Learning

Assessment 1
Kyle Wragg 16017423

With the diverse range of students that exist within classrooms of today it is vital that
teachers employ a range of teaching and learning strategies that cater for all learners
within the classroom. Each student possessing their own varying needs, demands and
learning abilities, teachers need to ensure that learning is of high quality that allows
for educationally rich experiences that assist students in developing their
understanding or knowledge. In order to gauge student understanding and knowledge
and also to see if learning has occurred, assessment must be completed within the
classroom. High quality assessment within a classroom will often examine and
accommodate for a range of assessment types that can powerfully direct students
learning experiences throughout their schooling and beyond (Readman and Allen,
2013, p. XIX).

Mindset and Values

From what principles and values do you approach assessment?
Throughout my university studies of B Education (Primary) and most recently in my
first professional experience, I believe I am making sound development of a graduate
level approach to assessment of students learning. When completing all types of
assessment within the classroom there are several non-negotiable beliefs, values and
accommodations that often determine and underpin the successfulness of assessment
(Readman and Allen, 2013, p. 43).
The first non-negotiable belief and value is that of validity and reliability. Although
assessments within the classroom should include and reflect a range of informal and
formal, diagnostic, formative and summative approaches which assess students
learning (ATISL, 2014), it is the teachers responsibility to ensure assessment tasks
are both valid and reliable. When referred to in assessment, validity is a characteristic
which ensures assessment tasks reflect and tests what it intends to (Readman and
Allen, 2013 p. 46). As an example, in my professional experience, students had
completed a unit of work on the mathematical concept chance. In order to measure
their level of understanding gained throughout the unit, I created a summative
assessment containing a series of chance related questions for completion at the
conclusion of the unit. The assessment task was determined as valid as it related only
to their unit of work chance. To ensure validity occurs across all assessments, teachers
need to use their professional judgement to ensure the assessments reflect and align
with what they want assessed, as what may be valid for one assessment, may not be
valid for another (Readman and Allen, 2013, p. 46). Additionally the assessment task
also is reliable as the task allows for consistent results to be produced at another time
under consistent conditions (Readman and Allen, 2013, p. 46).
Another non-negotiable belief and value is feedback. As indicated in the ATISL
(2014), teachers must Demonstrate an understanding of the purpose of providing
timely and appropriate feedback to students about their learning (ATISL, 2014).
Feedback is a crucial component of high quality assessment. Teachers should provide
feedback continually throughout students learning and in particular after assessments
have been completed. The use of constructive feedback provides the oppourtunity for
teachers to highlight the students strengths and weaknesses, which also allows for
students to reflect and use the feedback given to improve their learning (Killen,

2005, p. 98). The importance of effective feedback was highlighted in my

professional experience. Feedback was provided consistently throughout my
professional experience as it allowed students to often be reassured of their learning
or steer them into building a concrete understanding of the task at hand. In regards to
assessment feedback, as suggested by Readman and Allen (2013), feedback must be
related to the assessment criteria (Readman and Allen, 2013, p. 54), which was
provided to students after completing the mathematics chance assessment. Teachers
providing feedback to students allows for high quality assessment to occur within the
classroom.
Lastly, all students within the classroom should be provided with a fair and equal
oppourtunity to display the knowledge through assessment that they have gained. Due
to the diversity that often exist within the classroom some students require
appropriate assessment accommodations to ensure fairness and accuracy in gathering
evidence of student learning (McMillian, 2011, p. 327). Fair assessments, should be
unbiased, non-discriminatory and uninfluenced by any subjective or irrelevant factors
and provide all students with the oppourtunity to learn. To demonstrate
understanding of assessment moderation and its application to support consistent and
comparable judgements of student learning (ATISL, 2014), in my recent professional
experience, each student was provided with clear goals and requirements of the
assessment task at hand. However, due to the vast range of student abilities
modifications and accommodations were required to ensure fairness within the
classroom. Such example, is English as an additional language (EAL/D) learner
within the classroom. A modified chance assessment task rich in diagrams and visual
representations was presented to the student, to allow for increased, fair oppourtunity
to achieve optimal results despite his literacy ability.
Through continual practice and exposure to assessment and through the support from
peers, students, colleagues and educators, over time I believe I will acquire all skills
identified by the Australian Professional Standards for Teachers in the area of
assessment.

Purposes/Goals
What purposes will you mainly put assessment to?
What are your goals for your students/yourself in relation to assessment?
Assessing, reporting and evaluating are essential aspects of a schools activities. It is
one of the ways which schools demonstrate their accountability to the wider public
and community. Schools are accountable to groups and individuals in the
community (Ryan, 2006, p. 166), and the information gathered from assessment and
evaluation assesses it effectiveness.
All teacher education programs should follow the same rules and procedures for
assessing, reporting and evaluating across all key learning areas to ensure its
effectiveness (Readman and Allen, 2013, p. 7). In using the same rules and
expectations across all key learning areas allows for a clear, thorough and consistent

understanding and approach of learning and assessment outcomes for all students
within the classroom.
The Australian Curriculum and Reporting Authority (n.d) mention all young people
in Australia should be supported to become successful learners, confident and creative
individuals, and active and informed citizens. With that being said, it inevitably leads
to extra demands and pressures on teachers to demonstrate what, how and the
usefulness of their learning and what relevance learning plays in students future lives.
In order to combat this concern within the classroom, teachers need to ensure they are
carefully selecting the learning tasks within the classroom which not only enhance
student motivation but are worthwhile completing (Readman and Allen, 2013, p. 14).
By implementing a selection process allows a positive and healthy attitude of
assessment to be developed, from not only the students but the teacher also, which
will also lead to a more engaging and positive authentic classroom environment.
Teachers should implement authentic and meaningful ways of assessment, which can
be done frequently. Assessment policies and practices in the classroom should include
a variety of assessment techniques including informal and formal assessment
(Readman and Allen, 2013, p. 15). Ultimately, using and applying the diverse range
of assessment types will allow for various influences and factors which may affect a
students ability to complete an assessment task to be catered for.

Practices and Techniques

What are the assessment practices and techniques you intend to use?
In order to maintain high quality assessment practice and techniques within the
classroom, I plan to ensure that all influences and strategies are considered. Learning
targets will be identified at the commencement of each lesson to ensure all
participants within the classroom have a clear understanding of what is required from
them. As suggested by Readman and Allen (2013, p. 137), Each assessment task
formative or summative, is a source of evidence from which to make judgements
about how well the student is achieving the learning outcomes. Therefore,
assessment methods will be carefully selected to ensure they not only complement the
learning goals and outcomes but allow for an increased and indicative measure of
childrens understanding and knowledge.
One type of assessment I plan to utlise within the classroom is summative assessment.
Summative assessment is considered a task or activity used to gather evidence of
learning in order to document a level of achievement at a point in time (Readman and
Allen, 2013, p. 137). The use of summative assessment within the classroom will
provide teachers with a clear indication of the level of attainment of knowledge that
has been developed throughout the lesson or unit of work. Summative assessment
tasks must all be aligned to the curriculum learning outcomes and stipulate criteria or
standards to which students will be marked or graded against (Readman and Allen,
2013, p. 138). Through providing students with set criteria or standards as an example
in the form of a marking rubric will ultimately guide and direct their effort and

motivation when completing assessment tasks, as they are able to see what is required
to achieve a particular outcome or result.
With students completing summative assessment tasks, such as an end of unit or year
test, enables me to reflect on the teaching and programming I have completed within a
unit of work or lesson. If there are consistent gaps in student results it becomes
evident improved curriculum planning and lesson delivery is needed to ensure all
learning outcomes of the curriculum are met (Readman and Allen, 2013, p. 139).
Additionally, within the classroom I also plan to use formative assessment. Formative
assessment strategies will allow me to gather information about what students know
and can do and how well they are doing it in relation to the learning goal or outcome
(Readman and Allen, 2013, p. 82). By incorporating formative assessment within the
classroom students will be provided with continuous feedback, so areas of weakness
can be identified and targeted for improvement. Formative assessment requires not
only teachers but students to be engaged and a part of their own learning and
assessment. Formative assessment fosters development and improvement within
students, using a range of questioning techniques, observation and shared learning
goals and success criteria (Readman and Allen, 2013, p. 83). Formative assessment
often also requires students to continually self-reflect on learning or assessment tasks
they are completing. According to Black and William, (1998) self-assessment by the
student is not an interesting option or luxury, it has to be seen as essential (cited in
Fancourt 2010, p. 116). By encouraging self-assessment as assessment for learning
aims at helping students educational progression and acquirement of skills or
knowledge.
In order to continue to facilitate and meet the assessment requirements of not only the
classroom but the curriculum, as a teacher I must ensure I am providing authentic
learning and assessment environments which are rich in feedback and cater to the
needs of all learners within the classroom. Assessment tasks should include both
summative and formative aspects to allow for continual student progression. Teacher
self-reflection is also required as assessment information can also assist teachers to
evaluate their program or unit of work (Ryan, 2006, p. 155). The constant review of a
unit of work, lesson or program enables teachers to holistically analyse all aspects of
the program, lesson or unit of work, and if lessons are not meeting expected outcomes
or expectations changes can be made accordingly. With teachers monitoring and
evaluating their students, their teaching and their programs, the information gathered
from assessment will assist in determining the strengths and weaknesses of the
program, lesson or unit of work and eliminate any ethical implications which may
arise.

Ultimately, assessment is a key tool necessary for the success of any lesson, program,
or unit of work. Teachers need to implement a variety of assessment strategies to gain
a thorough and precise understanding of each child, their abilities and areas of
improvement. With the implementation of summative and formative assessment, I
endeavour to build on my understanding of assessment to allow me to cater to the
varying and differing needs of the diverse range of students I come across.

Reference List
Australian Curriculum and Assessment Reporting Authority [ACARA]. (n.d). The
Australian Curriculum. Retrieved from: http://v75.australiancurriculum.edu.au/?dnsi=1
Australian Institute for Teaching and School Leadership. (2014). Australian
Professional Standards for Teachers. Retrieved from:
http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list?&s=5
Fancourt, N. (2012). Assessment, Failure and Motivation in Education. Education
Journal of Australia, 28(2), 29-35.
Killen, R. (2005). Programming and assessment for quality teaching and learning.
South Melbourne. Cengage.
McMillan, J. (2011). Classroom Assessment: Principles and practice for effective standardsbased instruction (5th ed). Boston USA: Pearson.

Readman, K., & Allen, B. (2013). Practical Planning and Assessment. South
Melbourne, VIC: Oxford University Press.
Ryan, M. (2006). Religious education in Catholic schools : an introduction for
Australian students. Melbourne David Lovell