Assessment is an integral part of the teaching and learning process.

It links
the learning outcomes, the content and the teaching and learning activities
together (Teachers guide to assessment, 2011). As a teacher, I have a duty,
as per standard 5.1 (The Australian Institute for Teaching and School
Leadership [AITSL] (2014) to assess students achievement and performance
to provide them with effective teaching and learning experiences. Choosing
the assessment form, instructions and content to assess are critical elements
of assessment planning. Therefore, I will adapt a variety of assessment
methods that will measure the students achievement in relation to the
learning

outcomes.

will

continuously

assess

and

provide

effective

informative feedback to students to motivate them and encourage them to

achieve further. I will seek advice of other colleagues and adapt various
techniques that help assess students work fairly. I will strive to meet the
expectations of ATISL that has developed professional standards for
teachers. As standard five focuses on the teachers ability to assess, provide
feedback and report on students learning (AITSL, 2014); It highlights the
expectations at every professional stage. Therefore, I will work towards
achieving the proficient stage during my teaching journey.
Assessments enable me to monitor students progress and measure their
achievement to enhance their academic performance. When planning an
assessment, I intend to define the purpose of it and think thoroughly of the
outcomes I intend to assess. Moreover, I intend to design assessment criteria
and rubrics where assessable elements are aligned with the learning
outcomes (Readman & Allen, 2013). I would communicate effectively with
students and ensure that they are aware of the rubrics and criteria and what
they are expected to do. Informing students of all assessment components
enables them to understand the task and enhances their ability to form
answers that serve the aim of the task. I would be assessing students work
continuously as constant assessment and informative feedback enhance
students motivation (McMillan, 2011). The Board of Studies in New South

Wales (n.d) adapts the three assessment approaches that McMillan (2011)
and Readman and Allen (2013) agree on: assessment for learning,
assessment as learning and assessment of learning. To plan effective
assessments, I should take into consideration the various practices and
techniques that best serve the purpose of the assessment.
Readman and Allen (2013) discussed an outcomes-based approach. In my
teaching, I will adapt an experience based approach and/or an outcomesbased approach because I want my students to demonstrate their learning
by applying their knowledge (Readman & Allen, 2013). When assessing my
students work, I will not be looking simply for wrong and correct answers; I
will rather be recording what they have learnt and what they need to work
on. I will show respect of their abilities and remain professional and refrain
myself from making unfair decisions or judgements. Based on the results, I
will compare stuudents achievement level to the learning outcomes set by
the Australian curriculum for the correspondent stage. I will reflect on my
teaching and revisit the outcomes and expectations I have set in my
teaching goals. When needed, I will modify my lessons and teaching
activities and techniques to ensure further learning happening in future
lessons (Standard 5.4) (AITSL, 2014).

Many elements are considered when adapting an assessment method. The

Government of Victoria State (2016) highlights the importance of the
reliability, validity and consistency of assessment methods. Assessments
need to be conducted within an environment that provides minimal
distractions. They should be planned to target specific outcomes and to
measure specific learning areas and they should describe clearly the
expectations of each criterion at every achievement level.
At the beginning of a unit, students will undergo diagnostic assessments.
Diagnostic assessments enable me to plan my lessons according to the

students learning needs and abilities. Quizzes, self-assessment tasks and

personal journals are some diagnostic assessment tools I intend to use.
Results of such assessments show students prior knowledge and form the
baseline from which I will start measuring students progress (Victoria State
Government, 2013). Moreover, I plan on conducting formal and informal
observations and providing feedback during teaching, group work, class work
and student participation in learning activities. These observations provide
me with information about students achievement as they learn (Board of
Studies Teaching and Educational Standards NEW South Wales, 2016a).
Formative assessments such as observation enable me to modify or extend
lessons plans and reflect on my teaching methods (University of Sydney,
n.d). During my professional placement, students in a Kindergarten class
were learning about toy movement in Science. After conducting a series of
lessons, I realized from observation and questioning that students were
confused about the terms: roll, spin and slide. I decided to adapt an
experience-based approach to collect evidence of assessment as learning. I
bought a tub for each group and in the tubs, I put toys that move by rolling,
sliding and spinning. After giving students some time to explore the toys, I
asked them individually to describe how the toys they chose could be
moved. The students responded well and they developed a better
understanding of the terms used during the Science lessons.

Summative assessment is assessment of learning. It is crucial to evidence

gathering

of

students

achievement.

Tests,

projects,

assignments,

presentations and demonstrations are all tools that I would use as

summative assessments. The results of the summative assessments will
indicate if my students have learned the content I planned to teach and if
they have achieved the learning goals and reached the grade level
standards. After interpreting the results, I will evaluate and reflect on my

teaching and learning techniques before considering further planning and

assessment.

Educating students in a positive and suitable environment is a goal to every

effective teacher. Therefore, teachers should be considerate of elements that
might affect students learning and performance (McMillan, 2011). For
example: when planning summative assessments, I will consider the
circumstances that may affect students performance such as interruptions,
swimming lessons, a day before camp etc Consideration of students
abilities and individual circumstances enables me to plan effective fair, nonbias and valid assessments that measure the learning outcomes they are
supposed to measure. Additionally, modification of assessments for students
with special education needs provides me with more accurate indications on
what they have achieved. I will make the adjustments according to the
students particular needs and the activitys requirements (Board of Studies
Teaching and Educational Standards NEW South Wales, 2016b). During and
after assessment, I will give feedback to students because it is vital for their
achievement to understand their points of strength and what they need to
work on.

Providing students with constructive and informative feedback as required in

AITSL standard 5.2 (ATISL, 2014) enables them to achieve more and work
towards their new goal (Readman & Allen, 2013). I will give students
feedback in a timely manner and at different times eg. while working on a
task in class, during class discussions and after completing summative tasks.
Feedback is essential as it helps guide the students and help them improve
(Board of Studies Teaching and Educational Standards NEW South Wales,
2016c) and it will enable them to reflect on their work.

I will examine and interpret data collected from various assessments (as per
standard 5.4) (ATISL, 2014) to report on students performance and
achievement. Reporting on students achievement is not limited to end of
term or end of year report. As per standard 5.5 (AITSL, 2014), teachers are
expected to report on student achievement after assessment and data
interpretation. While grades and end of semester, end of year reports are
essential to show students achievement levels, the teacher might report
orally and/or in writing to parents and colleagues to acknowledge the
students achievement and seek advice on intervention practices. I will keep
records of students achievement to help me reflect and evaluate the
content taught and to modify the teaching practices and techniques.
Reflection on the planning process enables me to consider the students
needs (Whitton, 2010).

Personally, I will source learning objectives and outcomes from the Australian
Curriculum. I will be assessing students performance according to these
outcomes. I will provide written and/or oral informative feedback. I will adapt
various assessment strategies to measure students performance and plan
further. My assessment planning will take into consideration the factors that
might influence reliability such as the time of assessment (e.g. after a
sporting event), room environment (e.g. Hot temperature, noise distraction,
poor lighting). I will reflect critically on my assessment philosophy,
assessment tools and techniques and my teaching strategies. As per
standard 7 (AITSL, 2014), I will acknowledge the codes of ethics by remaining
professional in my work: I will reference correctly resources I use in my
programs, lesson planning and teaching practice. I will gain permission slips
required for the use of students and colleagues work. I will document
meeting notes, supervisor feedback and any other documentation that
contribute directly to assessing, evaluating, record keeping and reporting.
Additionally, I will show respect to everyone within the school environment.