Assessments are critical within the teaching and learning process as it provides information to

the teacher on students development in their thought process, ideas for further focus or
extension of ideas, along with the success or failure of a learning activity or teaching strategy
(EDFD462 Book of Readings, 2017).
Assessment involves making informed judgements of student's achievements based on
expectations and values aligned with the NSW curriculum. When evaluating assessments it is
important to compare the information gathered against criteria to make an informed analysis.
Also Assessment should be an ongoing process throughout a unit, to ensure you are planning for
students current understanding of the content (EDFD462 Book of Readings, 2017).

Whilst on my third year practicum I designed and carried out a summative assessment for the
first time. The task required the Year 2 class to apply the knowledge learnt from their recent
excursion as well as the Science unit of work From Paddock to Plate. Information was scaffolded
and modelled, so students could complete the summative assessment. Students were guided to
design a flow chart on the process bread goes through to get to us. At first I thought that assessing
would be easy as I had created the criteria, however once the students had completed the task
and I had to mark students work it became extremely hard. I found it difficult to make a fair
judgement when some students had sections displaying C but other areas display an A on the
A-E scale. All though I had planned and set out the criteria, I found factors which I did not predict,
making the process sometimes confusing and not so straight forward as first thought.

After this experience around assessment I am continually learning that a great amount of
thought, professional knowledge and guided judgment is necessary in assessment. This is to
ensure consistently fair judgement are being used. I have continually tried to expose myself
further to assessment, by engaging in professional dialogue with fellow members of the teaching
community, implementing and observing assessments, also conducting further research. I strive
to implement the NSW Department of Education and Training's (2008) four principles effectively
into the planning of future assessments which I hope to ensure that the assessment chosen is
appropriate, fair, relevant and accurate.

Word Count: 379