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outcomes. I wouldnt necessarily say that my teaching identity revolves around assessment,
but I would confidently say that it is heavily influenced by the idea of being assessment
literate, and creating healthy attitudes towards assessment for both myself, and my future
students.
What goals am I trying to achieve in my approach to assessment and evaluation?
The goals I am trying to achieve in my approach to assessment and evaluation has been
developed through my analysis and understanding of AITSL Standard 5, regarding my
professional practice. This strand includes assessment of student learning (5.1), providing
feedback to students (5.2), making consistent and comparable judgments (5.3), interpreting
student data (5,4), and reporting on student achievement (5.5). Standard five underpins all
that is required for me to be competent in my teaching and creation of assessments.
(Australian Institute of Teaching and Student Leadership, 2014) My personal experiences with
assessment have been predominantly negative. Despite understanding the reason for
assessments, I felt as though the manner in which they were conducted, especially in high
school, were not suitable to the type of learner I was. Students tend to develop negative
connotations with the term assessment very early on in their schooling experience.
Therefore, using AITSL Standard 5 as a basis, my primary goal in terms of assessment and
evaluation in the classroom is to develop an assessment literate classroom environment,
entailing positive attitudes towards assessments, for me personally, and amongst my
students. The basis of this goal is for me to personally believe that the fundamental reason
for the existence of assessment is to improve student learning, as well as my teaching
strategies and approaches to suit those of student needs. Teachers who are assessment
literate seek and use assessments that communicate clear, specific, and rich definitons of the
achievement that is valued. (Stiggins, 2005, p.535) Personally, being assessment literate will
provide me the knowledge, skills, and attitudes required to devise authentic and integrated
assessments that appropriately evaluates student learning and allows me to collect evidence
to support student learning. In a student perspective, being assessment literate will equip
with them the understanding as to why assessment is necessary and will set them up for
success for both learning activities and demonstration of their learning. (Readman & Allen,
2013)
What principles do I try to follow in order to achieve these goals? (110 words)
With my primary goal in an assessment context being to progress my effectiveness of teaching
and educate and improve student learning and performance, my main principle would be to
try and understand how students learn most efficiently, and to create assessments that
reflect those observations. Creating assessments that provide educative benefits, that
eliminates the separation between instruction and assessment, and therefore, creating an
integrated approach to teaching and assessing is my ultimate goal in terms of assessment.
(Wiggins, 1998) For this to be successful, assessments should be an integral and defining
aspect in the planning of the unit of learning, rather than a summative assessment to include
at the end of planning. Through this approach, my planning will follow the backwards
mapping principle to establish the required learning outcomes that should be achieved and
creating authentic assessments that appropriately evaluate student learning and allows for
the collection of evidence that support learning of these outcomes, and finally, devising
teaching and learning activities that allows for this to be accomplished. (Herczog, 2003)
Subsequently, in following the backwards mapping principle, I must also aspire to follow the
principle of intended learning outcomes. Through this, all units of learning s hould be revolve
around learning outcomes that a student at a certain year level should be able to accomplish
by the end of the period of study. Furthermore, my teaching should further include the feed
forward principle whereby students are provided information as to the learning outcomes,
expected learning progress, and assessments to be undertaken from the beginning of the
learning process to ensure students are aware and fully prepared for the learning process
they are about to undertake. (Readman & Allen, 2013) For all the above to occur, my aim is
to incorporate as many formative forms of assessments into my teaching, rather than
summative assessments. I have also included an example of a formative assessment from my
last practicum. (Appendix 1)