ED5005 Rational | Marisa Lodge 20020670

Introduction

Assessment is a pivotal element of the teaching process, it provides lessons with a

purpose and sets students up for success. The teaching process is a continuous cycle

between teaching, learning and assessment, aimed at increasing student achievement.

Assessment is the process of gathering information about a students performance and

achievements from a multitude of sources (Bykkarc, 2014) to develop a comprehensive

understanding of what the students know and how they can apply that knowledge obtained

from their learning experiences (Huba & Freed, 2000). Assessment is, in its most basic form,

a chance for students to demonstrate what they have learnt and provides the teachers with

an opportunity to use the information gathered to influence the planning of the teaching

process. There are three main approaches that enable teachers to collect the necessary

evidence required to make informed judgements about student achievement (NSW

Education Standards, 2012). These are; assessment for learning, assessment as learning and

assessment of learning. These three approaches are critical elements in the principles of

assessment as outlined on the School Curriculum and Standards Authority (2014) (NSW

Education Standards, 2012). The two processes seamlessly tie together to provide a

comprehensive set of guidelines on how assessment should be implemented in the

classroom, to provide the students with numerous opportunities to demonstrate their

knowledge and enhance their learning to provide them with the best possible chance of

achieving success.

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Assessment FOR learning

Assessment for learning is one of the elements that support a comprehensive

assessment program in the classroom. This assessment process is designed to monitor

student progress throughout the learning process (Dunn & Mulvenon, 2009) and is generally

referred to as formative assessment. It involves the teacher using informal assessments and

feedback throughout the lesson, to gauge students understanding of a topic and to readjust

or redirect a lesson to accommodate for maximum learning to take place (Black, Harrison &

Lee, 2003). This can be achieved in a classroom through teacher observation, classroom

discussions and questioning (Black & Wiliam, 2010). This provides the students with the

chance to get clarification of a concept to solidify their knowledge before continuing on and

assists in closing the gap between what the students know and their learning goals.

Formative assessment increases the level of student achievement by providing a platform

where teachers can use formative techniques and approaches to create differentiation and

cater for a diverse range of student needs (EDUCERI - OECD Centre for Educational Research

and Innovation, 2008). Assessment for learning and formative assessment is based on the

assumption that through this process any student can achieve success and reflects the belief

that any student can improve.

Assessment AS learning

Assessment as learning is where students reflect on their learning throughout the

teaching process to identify areas of improvement. It is a process that involves a

collaboration between the teacher and the student to set learning goals and success criteria,

and evaluate their achievements through self and peer assessment (Clark, 2012). The

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students become accountable for their own learning and identify areas for improvement

that can influence their future learning goals.

For students to be able to improve, they must develop the capacity to monitor the

quality of their own work during the actual production. This in turn requires that

students possess an appreciation of what high quality work is, that they have the

evaluative skill necessary for them to compare with some objectivity the quality of

what they are producing in relation to the higher standard, and that they develop a

store of tactics or moves which can be drawn upon to modify their own work.

(Sadler, 1989 p.156)

Self-assessment and assessment as learning supports student achievement by providing

them with the metacognitive and critical thinking tools to assess their progress towards

their learning target and adjust for future improvement.

Assessment OF learning

Assessment of learning assess what the students know based on a particular time

within the learning process. This is used to make judgements on the students performance

and achievements based on specific criteria, goals, peers and standards (Victorian

Department of Education, 2013). It is usually a summative form of assessment, whose

purpose is to assess how much of the learning was retained at the completion of a unit of

work and compare that to the learning standards. The National Research Council, (2001)

stated that summative assessments provide the students with an opportunity to

demonstrate their conceptual understanding and critical thinking skills and how they can

apply their understanding to new contexts (cited from Dixson & Worrell, 2016). Summative

assessments are non-biased as they provide transparent results based on the knowledge the

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student has demonstrated. The information gathered can be interpreted by a wide range of

audiences to report the progress of the student to parents, the school community and

stakeholders. Collectively they can be utilised by the wider community to predict future

trends or to create niche programs or generate additional funding for the school (Harlen,

2005). Summative assessment acts as a measure of the students progress since the

formative assessment was conducted (Garrison & Ehringhaus, 2007). Assessment of learning

makes the students accountable for their own learning by evaluating the knowledge they

have obtained from a particular unit of work.

Effective feedback

All of the assessment categories are contingent on the use of effective feedback. In

order for assessment to be effective and beneficial to student achievement it must be

accompanied by effective feedback. Effective feedback provides the students with

information that links what is understood and what is aimed to be understood (Sadler,

1989). If administrated correctly it will highlight to the student what they have done and

what can be improved on so that their learning experience can be enhanced. The purpose of

feedback is to provide direction for the students to improve and not judging their worth

(Dweck, 2000). Feedback is more effective when it provides information on the correct

rather than incorrect responses and when it builds on changes from previous trails (Hattie,

2007 p.85). The integration of feedback with the assessment makes the learning more

accessible and meaningful to the student. If administrated correctly it will highlight to the

student what they have done and what can be improved on so that their learning

experience can be enhanced and direction provided for future endeavours.

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Student Involvement

Research shows by involving students in the assessment process it increases their

capacity to learn which in turn increases student achievement (Black & Wiliam, 2010). This is

accomplished through the assessment for, as and of process by encouraging students to

answer three main questions throughout the assessment process; where am I trying to go?

Where am I now? How do I close the gap? (Chappuis & Stiggins, 2002). These three

questions support the students learning by providing opportunities for them to self-assess

and self-regulate their progress. Where am I trying to go? - addresses the need to have

specific and clear learning intentions communicated to the student, so they can understand

the goal of the lesson, the purpose of the lesson and what is required to achieve success

(Chappuis & Stiggins, 2002). Where am I now? encourages the students to become self-

aware and assess their progress towards the intended outcomes (Chappuis & Stiggins,

2002), by critically analysing their work or through a teacher or peer assessment. How do I

close the gap? helps the student to understand how they move from their current

position, to achieving their learning goals by collaborating to create a plan of action (Clarke,

2001). These three questions enable the student to develop their self-analysing skills and

become self-regulated learners.

Conclusion

The first priority of assessment is to serve the purpose of promoting student learning

(Black, Harrison & Lee, 2003). The assessment of learning, for learning and as learning are

three integrated approaches that the teacher can implement in their classroom to provide

their students with the best chance to succeed. Involving the students in the assessment

process creates accountability for their achievements and develops their metacognitive

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skills. The use of effective feedback supports the students and provides direction and

encouragement to continue on their learning journey. Assessment makes a significant

difference to (students) progress in their ability to be confident, critical learners, to

achieve more than ever before and in raising their self-esteem (Clarke, 2001 p.139). The

most influential aspect of effective assessment practises is the classroom teacher. Teachers

are the single most powerful influence on achievement regardless of students social

backgrounds, intake characteristics, or learning difficulties (Hattie, 2003).

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