Research Essay

With this in mind, it seems appropriate to discuss the nature and purpose of assessment in the classroom, in both the context of the role of the teacher and implementing effective teaching and learning approaches. Assessment is the means by which teachers collect and use assessment information both formally and informally - to evaluate the progress, attitudes and understandings their students exhibit across the curriculum, and to motivate students and inform future teaching practices (Hill, 2008; Marsh, 1999). Ideally, teachers and learners should both have an equal partnership and contribution into how and why assessment information is used and to whom it is intended for, and should take place within a transparent process to all involved, including teachers, students and parents (Gardner, 2009). However, the process of assessment is not without hidden values or judgements from those in power about what is considered important information for students to learn and understand about the world around them (Hill, 2008). This is further underpinned by the traditional view of assessment, also referred to as summative assessment, that is customarily designed to assess student knowledge acquisition after learning has taken place, instead of throughout the learning process (Hill, 2008). As Davis & Neitzel (2011) argue, students in these classrooms may internalise a belief that tangible products of their thinking are more valuable than the thinking itself (p. 212). In order to counteract this, there are a variety of assessment strategies and practices that teachers can employ which enable students to become autonomous selfregulated thinkers who do not require extrinsic motivation to progress towards learning goals. Employing alternative assessment strategies in the classroom, such as assessment as and for learning, can therefore play a pivotal role in supporting student

learning across the curriculum. Assessment for learning known as formative assessment involves a clear understanding of learning intentions and outcomes between teacher and student, welcomes student involvement and provides highquality feedback in order to motivate students in accomplishing their learning goals (Hill, 2008; Marsh, 1999). Students are therefore expected to take more responsibility for their current and intended future level of learning, as well as what they need to do to get there (Black & Wiliam, 2009). As Black and Wiliam (2009) write, the teacher is responsible for designing and implementing an effective learning environment, and the learner is responsible for the learning within that environment (p. 7). Equally, assessment as learning is designed around a learner-centred approach that involves students and peers in the learning and evaluation process within a holistic framework that encourages reflection on learning, quality of work and the role and responsibilities of the learner (Hill, 2008; Marsh, 1999). Students are therefore expected to evaluate their own and others progress towards learning intentions and goals that are clear, subject-specific and that occur regularly throughout the teaching and learning cycle (Hill, 2008). This view of assessment closely links with the Vygotskyan approach of learning as a socially constructed process, underpinned by an individuals collaborative interactions with teachers and peers (Davis & Neitzel, 2011). Consequently, a classroom culture of assessment as learning promotes students in becoming autonomous, empowered and self-regulated learners who develop skills for self-direction and independent problem-solving (Davis and Neitzel, 2011; Marsh, 1999). Pedagogically speaking, Davis and Neitzel (2011) state that teachers should see that assessment is not separate from instruction (p. 202), as evaluating and closely monitoring student progress should happen throughout the teaching and

learning cycle; not only as a summative evaluation of student understanding but as an ongoing process.