Jessica Kotevski

S00171743

EDFD260
Assessment Task Two: Individual Essay
Due Friday 16th September

The implementation of ongoing and varied assessment practices in the primary school
classrooms is vital for monitoring the progress of students and informing teaching content.
Discuss.
Introduction
The process of monitoring student learning and development has shown to be a
major influence differentiating effective teachers from ineffective ones (Krause,
Bochner, Duchesne & McMaugh, 2015). These educators understand the importance
of gathering information about students strengths, weaknesses and achievement.
From here they analyse and interpret the information, making judgements and
decision based on their findings (Krause, Bochner, Duchesne & McMaugh, 2015).
Generally, the outcomes of these results are then used to plan for future learning
endeavours that will assist in establishing and promoting quality-learning experiences
for the student. This process is referred to as assessment; it is one of the most
integral areas of an educational system. This essay will unpack the various forms of
assessment that are used within Australian classrooms. It will explain the positive
and disadvantages of each, whilst highlighting the importance of incorporating
multiple approaches, in order to promote quality learning and education.

Diagnostic assessment

In todays society, educators have the responsibility to optimize the learning and
understanding of students, through continuous skill and knowledge development.
Experiences within the classroom aim to include an abundance of learner centred,
standards based, achievement oriented, data driven, and culturally competent tasks
(Kelting-Gibson, Gallavan, Arnauld, Black, Cayson, Davis, Evans, Johnson,
Levandowski, Mosley, Rickey, Shulsky, Thomas, Williamson & Wolfgang, 2014,
pp.364). These expectations challenge educators familiarity with assessment and
encourage them to expand their understanding, in order to promote quality
education.

Diagnostic assessment focuses on what a student knows and can do prior to a

learning program being implemented (Victoria State Government, 2013). The
assessment method comes in various forms; however the outcome of monitoring
student development remains the same. National testing programs provide extensive
information on student progress and teaching content. One in particular that is
implemented across Australian schools is NAPLAN (National Assessment Program-
Literacy and Numeracy). NAPLAN assess reading, writing, spelling and numeracy
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skills that are essential for school and life success (S. Robinson, personal
communication, September 13th, 2016). The results attained by all children who sat
the examinations are processed and compared across the nation (Master, 2010). By
establishing this level of understanding, educators have the knowledge to remediate
and modify the curriculum to meet the learning needs of particular students,
depending on the outcomes.

During my placement, I had the opportunity to participate in the preparation and

involvement in NAPLAN. I assisted a year 3 class with their narrative writing and
information reports. Prior to commencing, students understood that the examination
was simply implemented to gain insight into their educators teaching skills and their
own learning and understanding (Cooney, 2006). It was obvious to see that the
students who excelled in these areas had no issue completing the tasks efficiently.
However, the majority found it difficult. On the day of the examination, every child
was anxious. Students approached me with apprehension and others in tears
because they were scared. It was clear that the standardised test was not
appropriate for the year 3 class based on their level of maturity (Independent
Education, 2013). Nor did not take into consideration the wellbeing of all students.

Although this diagnostic approach has some flaws, concerning student wellbeing and
the inability to explore individual skill and understanding in depth. The assessment is
capable of identifying specific areas of student achievement and improvement, whilst
encouraging goal setting for future success.

Formative Assessment

Many researchers, specialists, curriculum planners, educators and even parents

have begun to encourage an alternative way to stimulate student achievement in
schools (Cizek & Andrade, 2010). Although the use of summative assessment is
incorporated, the concept and practice of formative assessment represents a unique
and plausible avenue for future reform initiatives, policy development and classroom
approaches for greater learning (Cizek & Andrade, 2010). The notion of simply
distinguishing between the importance of the two assessments, in terms of either
assisting learning and development or reporting on it has been challenged by many
educational experts (Gardner, 2012). Both are crucial to effective educational
practice; however, the purpose and implementation of the assessments differ.

Formative assessment is a collection of information gathered over a specific period of

time. The process involves both educator and student, as they engage and monitor
learning to inform future instruction (Whylie, Gullickson, Cmmings, Egelson, Noakes,
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norman & Veeder, 2012). Using this form of assessment will ensure that educators
have a broad understanding of what students know, as well as their areas of strength
and weakness within a specific task. By incorporating a compilation of these
evidence-based assessments, educators and policy makers are then guided during
the process of carefully planning and implementing future tasks (Cizek & Andrade,
2010). These will aim to foster students learning and understanding. For students,
this form of assessment encourages them to focus on their learning goals, refine
prior knowledge and improve their understanding of a specific task (Brookhart, 2010).
They will rely on the feedback received by their educator, in order to compare their
current knowledge with their own developing conception (Brookhart, 2010).

My own experience with formative assessment was very positive. I found that the
year 3 students at my placement remained calm, which allowed them to enjoy most
tasks that were presented to them. However, they relied heavily on feedback during
and after the lesson. Some were extremely dependent on feedback that they became
hesitant to participate in case they were incorrect. This made the process of
monitoring the progress of student development difficult to measure, as they were not
performing to their standard.

It is apparent that formative assessment includes many positive qualities that when
used correctly, assists students in their development. Overall, this approach ensures
that student learning is continuously monitored throughout their schooling life, with
the aim to promote successful and motivated students.

Summative Assessment

Educational reforms involving assessment have become an ongoing process across

Australian schools. One specific practice that its applied in classrooms is summative
assessments. This framework is implemented to report on learning and achievement,
rather than assisting with knowledge development (Taras, 2008). It is a term that is
given to assessments to sum up learning (Wylie, Gullickson, Cummings, Egelson,
Noakes, Norman & Veede, 2012). Competency testing, exams, portfolios, interviews
and student assignments, along with many other manifestations have been planned
and implemented in pursuit of this aim (S. Robinson, personal communication,
September 13th, 2016). Within a classroom, educators will implement criterion-
referenced assessments for all students that measure performance against a fixed
set of predetermined learning standards (Gardner, 2012). This ensures that all
students are comparable across all means, instead of being marked on their
individual goal success. The interpretation of the evidence gathered by the educator,
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is then based on the achievement of specific skills, understandings and attitudes as a

result of a task, unit of study or the duration of a course that the student has
completed (Gardner, 2012).

Throughout placement, I was able to participate in various assessment methods that

were used by my supervising educator. One that was pivotal to my experience was
the use of portfolios. This method was applied during the duration of the term, as it
was used to present summative assessment pieces that each child had completed.
This portfolio was then sent home to the students family so they could view their
childs achievement throughout the term. I found this method to be highly successful
as students were very proud of their own achievement and parents were astonished
with the level of quality work accomplished by their child.

This summative assessment overview presents many positive and negative

ramifications when implemented within a classroom. One negative attribute when
using this method is the creation of tension between the student and educator. This
can occur, as the process of some assessments can be intense and overwhelming,
especially when using tests or interviews as the tool for assessing (Brookhart, 2010).
Another aspect that can be destructive to the self-esteem of some students is the
inclusion of a final grade. This can be extremely detrimental especially if students
focus their attention to their score rather than the feedback provided, thus not
improving their skills for the future (Halen & James, 1997). In contrast, this form of
assessment is vital when educators are required to collect information that assesses
students knowledge and makes decisions that can inform teaching practices
(Brookhart, 2010). This essential requirement encourages the educator to build their
own skill level, consequently providing students with high quality education.

Incorporating multiple assessment methods within the classroom

Prior to commencing any assessment, educators need to have the understanding

that the results obtained are not the product of chance (Krause, Bochner, Duchesne
& McMaugh, 2015). This notion can be measured by allowing students to repeat the
test or examination, or by remarking test protocols. The reliability of the assessment
will be confirmed if the same result is achieved on both occasions (Krause, Bochner,
Duchesne & McMaugh, 2015). However, this approach does confirm if the
assessment is effective in obtaining enough information for an educator to expand on
for future planning.

By incorporating multiple assessment approaches within a classroom, educators can

ensure that they cover all aspects of a students knowledge and understanding. This
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approach will eliminate any concern of the assessments not being reliable, as the
use of multiple approaches will disregard any result obtained by chance. Fallows &
Chandramohan (2001) state that this technique is extremely beneficial to the
educational needs of students in the twenty-first century, as it allows for each student
to attain successful results that highlight their strengths, successes and areas of
improvement. By doing this, educators can cross examine their results from their
multiple assessments, and use them to plan and implement future tasks that will be
specifically directed to the learning needs of that particular student.

Whilst on placement I had the opportunity to take part in report writing. This process
allowed me to observe the process the educator went through to attain adequate
information about each childs learning development. She incorporated various work
samples that were completed throughout the year, mathematical tests and even
interview results that she attained from each chid. It was clear that in this particular
classroom, multiple assessment approaches were used to gather and analyse
information about the students. After speaking to the educator, she stated that this
technique worked best for this particular classroom, as it was essential that she
modified assessments to ensure that all students had the opportunity to perform at
their very best.

Conclusion

Effective assessment is a fundamental aspect when promoting quality learning and

teaching (Krause, Bochner, Duchesne & McMaugh, 2015). It includes a variety of
approaches, tools and strategies that are implemented in various ways, depending
on the desired outcome. Educators have knowledge prior to implementing such
approaches, as their understanding is required to guide students to success.
Although, various assessments exist in our Australian schools, they can only be
effective once multiple strategies are incorporated. This will ensue that students are
given education of the highest quality.
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References

Brookhart, S, M. (2010). Successful Students Formative and Summative use of

Assessment Information. Assessment in Education: principles, Policy &
Practice. 8:2, 153-169, DOI: 10.1080/09695940123775

Caroline, E, C., Gullickson, A, R., Cummings, K, E., Egelsom, P, E., Noakes, L, A.,
Noman, K, M., & Veeder, S, A. (2012). Improving Formative Assessment
Practice to Empower students learning. (1st ed.). United States of America:
Corwin.

Cizek, G, J., & Andrade, H. (2010). Handbook of Formative Assessment. New York,
NY: Routledge.

Cooney, G. (2006). Review of statewide assessments in the context of national

developments. Interim Report. Sydney.

Fallows, S., & Chandramohan, B. (2001). Multiple Approaches to Assessment:

Reflections on use of tutor, peer and self- assessment. Teaching in Higher
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Gardner, J. (2012). Assessment and Learning (2nd ed.). London: SAGE.

Harlen, W., & James, M. (1997). Assessment and Learning: differences and
relationships between formative and summative assessment. Assessment in
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10.1080/0969594970040304

Independent education. (2013). Inquiry into the effectiveness of NAPLAN. (pp. 11).
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876;res=IELAPA

Kelting-Gibson, L., Gallavan, N., Arnauld, E., Black, G., Cayson, A., Davis, J., Evans,
K, D., Johnson, P, P., Levandowski,B., Mosley, K., Rickey, D., Shulsky, D, D.,
Thomas, D., Williamson, A, M., & Wolfgang, J, I. (2014). Four Facets of
Classroom Assessments: Obstacles, Obligations, Outcomes, and
Opportunities. Action in Teacher Education: The Journal of the Association of
Teacher Education. 36:5-6, 363-376, DOI: 10.1080/01626620.2014.977688
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Krause, K, L., Bochner, S., Duchesne., & McMaugh, A. (2015). Educational

Psychology for Learning and Teaching (4th ed.). South Melbourne, Australia:
Cenage Learning Australia.

Masters, G. (2010). NAPLAN and My School: Shedding light on a work in progress.

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023;res=IELAPA

Robinson, S. (2016). EDFD260 Lecture 7 2016: Assessment [PowerPoint Slides].

Retrieved from: https://leo.acu.edu.au/mod/resource/view.php?id=1468537

Taras, M. (2008). Summative and formative assessment. Perceptions and realities:

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Victoria state government. (2013). Participation and Engagement: Diagnostic

Assessment. Retrieved from:
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ediagnostic.aspx

Whylie, E, C., Gullickson, A, R., Cummings, K, E., P, Egelson, L, A., Noakes,

Norman, K, M., & Veeder. (2012). Improving Formative Assessment Practice
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Assessment Practice, (pp. 1-8). doi.org/10.4135/9781452275437.n1
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Assessment HIGH
DISTINCTION CREDIT PASS FAIL
Criteria DISTINCTION
Level of A sophisticated A detailed An adequate A basic A limited
engagement investigation of investigation of investigation investigation investigation
with the research research of research of research of research
nominated topic material and material and material and material and material and
and research essay question essay question essay question essay question essay
material question

Level of An engaging and A detailed essay An adequate A basic essay Ideas

coherence and insightful essay that was essay that was that was presented
appropriateness that was logically logically logically lacked
of ideas logically considered considered. considered. structure and
presented in the considered. coherence
critical essay

Effectiveness An excellent A detailed An adequate A writing style A poor

and writing style that writing style that writing style that writing style
appropriateness demonstrated demonstrated that demonstrated that lacked
of academic sophisticated effective demonstrated a basic level of coherency
writing academic academic academic academic and
practice practice practice practice academic
practice

Effectiveness of An insightful use A detailed use of An adequate A basic use of Examples

examples used of examples to examples to use of examples to either not
to illustrate illustrate key illustrate key examples to illustrate key present or
ideas in the ideas which ideas which illustrate key ideas which failed to
essay unpacked the unpacked the ideas which unpacked the illustrate
complexities of complexities of unpacked the complexities coherently
the discussion the discussion complexities of the ideas within
of the discussion the essay.
discussion

Use of APA Excellent use of Accurate use of Mostly Inconsistent Incorrect use
referencing APA referencing APA referencing consistent use use of APA of APA
style style style of APA referencing referencing
referencing style style
style