Xerri S 15563886 EDP323 Assessment 1

REPORT:
PROFESSIONAL TEACHER ASSESSMENT IDENTITY

ONLINE EPORTFOLIO LOCATED AT:

Susan Xerri
15563886 EDP323 SP 3 2017 Assessment 1
2123 words
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Teaching, Learning and Assessment

Assessment is an essential element of teaching and learning, just as teachers and pedagogy
are essential to school, students and learning. Assessment is not purely a product of learning,
but rather a process of learning (Kivunja, 2015), with teachers seamlessly integrating, three
key assessment approaches into teaching and learning experiences (Readman & Allen, 2013,
p. xix). To meet Professional Teacher Standards, set by the Australian Institute for Teaching
and School Leadership [AITSL] (2017), graduate teachers demonstrate understanding of
formal and informal assessment strategies and diagnostic, formative and summative
assessment (Marsh, 2010, p.315), to meet Standard 5:1 Demonstrate understanding of
assessment strategies (AITSL, 2017). To implement assessment effectively, teachers must
understand the purpose of assessment of learning, assessment for learning and assessment
as learning (McMillan, 2011, p.17). Understanding assessment purpose ensures that teachers
build assessment into the Australian curriculum and learning experiences, rather than just
bolting it on at the end (Readman & Allen, 2013, p. xviii).

At the start of a unit of work, a teacher completes diagnostic assessments to identify students
prior knowledge and misconceptions, whereas at the end of learning; teachers employ
summative assessment, primarily to document student proficiency (McMillan, 2011, p.157).
Formative assessment is essentially ongoing assessment that is used to monitor learning
progress (Marsh & Clarke, 2014, p.312). Providing immediate information regarding students
strengths and weaknesses, formative assessment enables teachers to accurately plan for and
respond to student differences within an inclusive classroom (Westwood, 2013, p.69).
Australian Disability Standards for Education (Department of Education [DOE], 2005), require
teachers make reasonable adjustments to cater for students with disabilities (Foreman &
Arthur-Kelly, 2014, p.53) and in doing so demonstrate competency of Standard 5.4 interpret
student assessment data to evaluate student learning and modify teaching practice (AITSL,
2017). Teachers interpret assessment data for individual students with the whole class in
mind, in the event that reteaching concepts would be of benefit to many students. This
highlights how the relationship between assessment, teaching and learning is an
interdependent one, where assessment effectively helps evaluate the quality of teaching as
well as the quality of learning (Westwood, 2013, p.69).

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The main goal of assessment is for students to construct knowledge and reach set learning
outcomes (Readman & Kelly, 2013, p.65) and achievement standards. It is vital that teachers
help students set short term goals to align with the purpose and learning intention of
assessment. This involves teachers showing students how to use validity, reliability and
fairness to determine the worthiness of assessment measures (Killen, 2005, p.102) alongside
strategies such as WALT, WILF and TIB (Boyle & Charles, 2010, p.290), which set clear
learning expectations for the learner. Involving students in assessment of their work makes
them aware that they have the ability to direct their own learning, inadvertently encouraging
lifelong learning, as students assume responsibility for their own learning (Assessment Reform
Group, 2014, p.327).

Principles of Assessment and Ethical considerations

Under Guiding principles for West Australian schools (School Curriculum and Standards
Authority [SCSA], 2014), teachers follow Principles of Teaching, Learning and Assessment
(SCSA, 2014), to achieve collaborative, whole-school classroom practices. When aligning
assessment to learning outcomes, these principles outline ethical expectations, that teachers
be considerate of learner ability, differentiation and the individual learning needs of all students
(SCSA, 2014). Assessment practices must align to the Australian Curriculum (Australian
Curriculum, Assessment and Reporting Authority [ACARA], n.d.) and Western Australian
Judging Standards (SCSA, 2014), so that it is very clear, what explicit assessment criteria
underpin teacher feedback, assessments against year level achievement standards and
differences between one student's achievement and another's (SCSA, 2014). Available
assessment tools include grade forms, achievement descriptions, assessment pointers and
annotated work samples (SCSA, 2014). It is imperative that teaches use all available tools, to
eliminate any possible harm that may come to students from unfair assessment practices. In
aid of promoting valid participation by students (Readman & Allen, 2013, p.252), teachers
make accommodations to the manner of assessment, including adjusting timing, setting,
scheduling and methods for recording student responses.

In recognition of how assessment improves students learning practices (School Curriculum

and Standards Authority [SCSA], 2014a), six key assessment principles are held in equal
value to the teaching and learning principles. Informed by research, assessment should be:
integral to teaching and learning, educative, fair, designed to meet a specific purpose, lead to

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informative reporting and school-wide evaluation processes (SCSA, 2014). In terms of teacher
development, these principles reflect Standard 5 elements and in particular, Standard 5.3
assessment moderation consistent and comparable judgements (AITSL, 2017), with
principle 5 linking directly to Standard 5.5 reporting to students and parents/carers and the
purpose of keeping accurate and reliable records of student achievement (AITSL, 2017).
Teachers can guide students towards the Western Australian Values of Schooling (SCSA,
2014) by encouraging students to participate in self-assessments, which broaden students
understanding of self and foster critical thinking skills (SCSA, 2014); contributing towards
students pursuit of knowledge and commitment to achievement of potential (SCSA,2014).

Assessment for Learning

Assessment for learning is formative assessment that aims to enhance student learning
(Swaffield, 2014, p.336) and teachers must know how assessment for learning is different to
other forms of formative assessment, given the term is often used synonymously (Swaffield,
2014, p.337). Assessment for learning is different in that it involves a learning and teaching
process, focused on students learning to exercise agency and autonomy whilst learning how
to learn (Swaffield, 2014, p.338). When teachers undertake formative assessment they have
curriculum objectives in mind, whereas when undertaking assessment for learning, teachers
must concentrate on using assessment to focus on how students learn (Swaffield, 2014,
p.338). Assessment for learning in the classroom looks like, explicit sharing of assessment
criteria to develop students metacognition, class discussions to elicit evidence of student
understandings and misunderstandings and feedback opportunities where students learn that
they can become smarter through focusing on where they focus their effort (Swaffield, 2014,
p.337).

A teacher is using assessment for learning when they make inferences about student progress
to inform their teaching (Sumich, 2017). When this occurs at the start of a unit of work it is
diagnostic assessment as the teacher is using daily assessment to learn what students know
already (Readman & Allen, 2013, p. XXII). Teachers use other types of formative assessment
to help students learn, such as checklists, anecdotal notes, rubrics, student rubrics and
feedforward practices. Regular use of informal formative assessment, such as thumbs
up/thumbs down can be very helpful in flagging those students who do not understand before
they leave the mat to undertake a task. Black & Wiliam (2010) note that formative assessment

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and instruction are inseparable (p.86) as results of formative assessment are used to adjust
teaching and learning. This highlights how effective teachers, are those who prioritise giving
students advice about their learning over marking and grading practices (p.84).

A teacher must integrate learning areas of the curriculum, so that students learn in a more
connected and meaningful context (Murdoch & Hornsby, 2012, p.12). Assessment processes
within an integrated unit of work are effectively streamlined, allowing additional time for
judgements about student learning and the effectiveness of ones teaching (Murdoch &
Hornsby, 2012, p.112). Initially a teacher informs students of key ideas and purpose for unit
assessments, with a view to engage and intrinsically motivating students to take responsibility
for their learning. The sharing of explicit assessment expectations is known to motivate
students (Murdoch & Hornsby, 2012, p.112) and in recognition of the profound influence
assessment has on student self-esteem (Assessment Reform Group, 2014, p.325), both
motivation and self-esteem are therefore crucial influences over learning (p.325).

Feedback

Feedback given throughout the process of learning, is highly effective (Hattie & Timperley as
cited in Westwood, 2013, p.49). Feedback forms the basis of AITSL Standard 5.2, with the
requirement that teachers demonstrate understanding of the purpose of providing timely and
appropriate feedback to students about their learning (AITSL, 2017). Readman and Allen
(2013) regard feedback to be a non-negotiable element of assessment (p.53), given its ability
to help learners achieve their learning goals (p.54). One example may be giving students a
checklist that highlights what elements students need in a poster, to successfully complete
one area of an assessment rubric. Regular feedback to students as they work through the
process of ticking off elements they have in their poster, encourages students to self-manage
and in doing so, feel confident, motivated and in control of their learning (Readman & Allen,
2013, p.105).

To have a positive impact on student learning, feedback must be descriptive and focused,
explicitly pinpointing what it is that the student has done correctly and incorrectly (Westwood,
2013, p.49). This descriptive form of feedback is particularly helpful when supporting lower
ability students, who may not comprehend the relationship between their effort and the results

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(Westwood, 2013, p.49). Teachers must tell students what about their work is worthy of praise
and why, so that students feel in control of their learning and develop more of an internal
locus of control (Westwood, 2013, p.49). Evaluative feedback is just as important for informing
students of what they have done well, what they have done poorly and what they may have
done differently (Readman & Allen, 2013, p.103). An effective teacher provides both forms of
feedback, but goes a step further in asking students to define a process or strategy that they
will enact to resolve issues raised through feedback (Readman & Allen, 2013, p.103).

One such example would be to ask a student about the changes they could make to their
writing so that the reader is not out of breath reading it. The possibility of editing and adding
commas or full stops is inferred by the teacher, before responsibility is put back on the student
to choose, to make the identified changes. A teacher who puts the onus on students to define
how they will respond to feedback is providing challenges which are necessary to grow ones
brain (Yeager & Dweck, 2012, p.305). On a daily basis teachers influence the development of
students mindset and beliefs about themselves and their potential to improve (Yeager &
Dweck, 2012, p.303). For this reason, building resilience in students is heavily reliant on
teacher feedback being focused on the process that students undertake rather than their ability
(Yeager & Dweck, 2012, p.311).

My Assessment Literacy

As the author of this report, my own assessment literacy has increased from the many articles
I have read to ensure the quality of this report. I have rated myself fairly high on AITSL
professional graduate teacher Standard 5.1 (Appendix A), as I have been working as
education assistant for many years and believe that I have a good understanding of various
approaches to assessment. Standard 5.2 (Appendix A) I rate myself equally as high, as I am
passionate about ensuring that the feedback I give is descriptive and of a high-quality, to
enable students to self-correct (Readman & Allen, 2013, p.102). I involve students in
assessment and self-assessment where ever possible, as I want students to develop a healthy
attitude towards assessment (Readman & Allen, 2013, p.19) and in terms of self-theories, I
want students to develop a growth mindset in how they perceive assessment as a challenge
offering them a learning experience where they will be rewarded equal to the effort they put in
(p.35).

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Standard 5.3 (Appendix A) and Standard 5.4 (Appendix A) I rate myself fairly low, as I have
not had any experience moderating and/or interpreting assessment data to evaluate learning
and modify teaching practices. I understand the value of moderation and the importance of
interpreting data and aim to improve in both these areas during practical placement. Standard
5.5 (Appendix A) I rate moderately high, as I understand the importance of keeping accurate
and reliable records, however I am not familiar with the reporting systems used by the
Department of Education. The area I aim to improve in during practical placement, relates to
Standard 5.4 (Appendix A). My goal is to improve my understanding of how to interpret
assessment data by involving myself in assessment practices undertaken by both my mentor
teacher and other teaching staff where possible. This will include sitting in on moderation
sessions with year level cohort teachers and asking questions to clarify my understanding. I
will ask to look at annotated examples to help my understanding and I will make notes
regarding what tools the teachers use to help them, so that I can spend time familiarising
myself with them.

Short Term Goal: To request daily feedback from my mentor regarding my analysis of

assessment data, student learning and modified teaching practices.

Long Term Goal: To be effective at interpreting assessments, evaluating

student learning and modifying teaching practices, so that I feel confident

participating in moderation with other teaching staff.

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References

Australian Curriculum, Assessment and Reporting Authority (n.d.). Assessment. Retrieved

from http://www.acara.edu.au/assessment

Australian Government Department of Education (2005). Disability Standards for Education.

Retrieved from https://docs.education.gov.au/documents/fact-sheet-2-disability-

standards-education-2005

Australian Institute for Teaching and School Leadership (2017). Teacher Standards.

Retrieved from https://www.aitsl.edu.au/teach/standards

Assessment Reform Group (2014). Assessment for learning. In A. Pollard (Ed.). Readings

for reflective teaching in schools (pp.325-327). Retrieved from

http://ebookcentral.proquest.com.dbgw.lis.curtin.edu.au/lib/curtin/detail.action?docID

=1630374

Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom

assessment. Library Journal, 92(1), 81-90. Retrieved from

http://journals.sagepub.com.dbgw.lis.curtin.edu.au/doi/pdf/10.1177/00317217100920

0119

Boyle, W. F., & Charles, M. (2010). Leading learning through assessment for learning.

Retrieved from http://www-tandfonline-

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com.dbgw.lis.curtin.edu.au/doi/abs/10.1080/13632434.2010.485184#aHR0cDovL3d3

dy10YW5kZm9ubGluZS1jb20uZGJndy5saXMuY3VydGluLmVkdS5hdS9kb2kvcGRm

LzEwLjEwODAvMTM2MzI0MzQuMjAxMC40ODUxODQ/bmVlZEFjY2Vzcz10cnVlQE

BAMA==

Foreman, P., & Arthur-Kelly, M. (2014). Inclusion in action. South Melbourne, Vic: Cengage

Learning Australia.

Killen, R. (2005). Programming and assessment for quality teaching and learning. South

Melbourne, Vic: Cengage Learning Australia.

Kivunja, C. (2015). Creating an effective teaching and learning assessment environment.

Teaching, learning & assessment: Steps towards creative practice (pp.46-82).

Retrieved from https://link.library.curtin.edu.au/ereserve/DC60271037/0?display=1

Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.). Frenchs

Forest, NSW: Pearson Australia.

Marsh, C. J., & Clarke, M. (2014). Assessment and reporting. Marshs becoming a teacher

(6th ed.). Retrieved from

https://link.library.curtin.edu.au/ereserve/DC60271855/0?display=1

Murdoch, K., & Hornsby, D. (2012). Planning curriculum connections: Whole-school planning

for integrated curriculum. South Yarra, VIC: Eleanor Curtain Publishing.

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McMillan, J.H. (2011). Classroom Assessment: Principles and practices for effective

standards-based instruction (5th ed.). Boston, MA: Pearson.

Readman, K., & Allen, B. (2013). Practical planning and assessment. South Melbourne, Vic:

Oxford University Press.

School Curriculum and Standards Authority (2014). Guiding principles. Retrieved from

https://k10outline.scsa.wa.edu.au/home/principles/guiding-principles

School Curriculum and Standards Authority (2014a). Assessment principles and reflective

questions. Retrieved from

https://k10outline.scsa.wa.edu.au/home/assessment/principles-and-reflective-

questions

Sumich, A. (2017). Topic 2: Assessment advice powerpoint [Power Point slides]. Retrieved

from https://lms.curtin.edu.au/bbcswebdav/pid-4869059-dt-content-rid-

26414538_1/courses/EDPR3009-DVCEducation-760826723/assessmentadvice.ppt

Swaffield, S. (2014). Authentic assessment for learning. In A. Pollard. (Ed.). Readings for

reflective teaching in schools (pp.325-327). Retrieved from

http://ebookcentral.proquest.com.dbgw.lis.curtin.edu.au/lib/curtin/detail.action?docID

=1630374

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Westwood, P. (2013). Assessment of learning. Inclusive and adaptive teaching: Meeting the

challenge of diversity in the classroom. Retrieved from

http://ebookcentral.proquest.com.dbgw.lis.curtin.edu.au/lib/curtin/reader.action?docI

D=1108513&ppg=82

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students

believe that personal characteristics can be developed. Retrieved from http://www-

tandfonline-com.dbgw.lis.curtin.edu.au/doi/abs/10.1080/00461520.2012.722805

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Appendix

Appendix 1) AITSL Self-assessment rating sheet of Susan Xerri