Professional Teacher

Assessment Identity
In society we have been assessing and evaluating each other, our skills, knowledge and development, for years.
This practice has continued, and been adapted into, the formal education seen in schools today. Assessment
involves gathering information about a students learning and progress, recording, interpreting and evaluating the
information, and then communicating the results back to the student and their parents (Whitton, Barker,
Nosworthy, Sinclair & Nanlohy, 2010; Woolfolk & Margetts, 2013). It is often referred to as the central aspect of
teaching and learning (Readman & Allen, 2013). There are three major approaches to assessment. Assessment for
learning involves using the information gathered in an assessment to inform future teaching and learning.
Assessment as learning involves using the information gathered in an assessment to aid students in becoming
conscious of their learning and progress. Assessment of learning involves using the information gathered in
assessment to summarise what a student knows at a given time (Krause, 2010; Readman & Allen, 2013; Woolfolk
& Margetts, 2013). Assessment in the classroom should include all three approaches to assessment. There are also
three different types of assessment. Diagnostic assessments are usually completed early in the teaching and
learning program, and are used to discover what knowledge and skills students have about a current topic.
Formative assessments are completed throughout the teaching and learning program and are used to aid planning
and adapt the teaching and learning program to suit the needs of the students. Summative assessments are usually
completed at the end of a teaching and learning program and involve collecting evidence to determine a students
progress and achievement (Readman & Allen, 2013; Whitton et al, 2010; Woolfolk & Margetts, 2013) [see AITSL
standard 5.1 (Education Services Australia, 2014)]. Often a teachers professional assessment identity is guided
by standards set by their country, state, or school, or their own personal experiences. It is important that teachers
develop their own specific professional assessment identity that will guide their assessment practices in their
classroom, and that they can modify and develop this as they gain experience.
Readman and Allen (2013) state assessment is central to learning. Teaching is a continuous cycle of planning,
assessment and learning activities, with the student in the centre (Butt, 2010). As teachers we have no
understanding of what a student knows and doesnt know, and therefore what to teach them. This is where
assessment comes in. It allows teachers to assess a students prior knowledge and skills to determine what the
student needs to learn. Once the student has been taught they are then assessed again to determine what they have
achieved, how effective the teaching was and what the student can now progress with. This knowledge allows for
the next set of learning activities and assessments to be planned, and the cycle continues (Butt, 2010). The
relationship between assessment and learning enables the teaching to be targeted at the students learning needs
and allows for assessment to be continuous and
therefore more meaningful to the student.
Assessment should be about supporting,
encouraging and engaging students in learning
(Readman & Allen, 2013). Through effective
feedback of assessment results students can be
encouraged, supported and motivated to continue
to learn (Readman & Allen, 2013). Using
assessment and planning strategies that engage
students, for example using an inquiry learning
program (Skamp, 2012) which follows the students
interests, motivates students to learn and develops
a healthy attitude towards assessment (Readman
& Allen, 2013). Overall assessments allow for both
teacher and student reflection on the teaching and
learning that is occurring so that future teaching
and learning can occur.
Teaching, Planning and Assessment Cycle Adapted from Butt (2010)

Assessment needs to be meaningful and worthwhile to both the student and the teacher. By
implementing the constructive alignment approach to teaching and learning tasks (Readman
& Allen, 2013), learning outcomes and assessments it can be assured that assessment is an
assimilated aspect of the teaching and learning process. The constructive alignment approach
is supported by the constructivist view of how children learn. This theory states that children
construct knowledge by using previous experiences to make sense of new experiences
(McDevitt et al, 2013; Readman & Allen, 2013; Woolfolk & Margetts, 2013). It is closely linked
to social constructivism, whereby children work together to construct meaning from shared
experiences (McDevitt et al, 2013; Readman & Allen, 2013; Woolfolk & Margetts, 2013).
Constructive alignment is also supported by the teaching, learning and assessment cycle, as
assessment becomes an integrated aspect of teaching and learning.
Assessment needs to be authentic, involving tasks that relate to real life situations (Readman
& Allen, 2013; Woolfolk & Margetts, 2013). Authentic assessment allows for students to apply
their knowledge to situations they may find outside of the classroom. This is also a positive
way to build up students motivation towards assessment. Assessment needs to be continuous,
and students should be given regular feedback on how they are progressing so that they can
reflect on their learning (Butt, 2010; Readman & Allen, 2013) [see AITSL standard 5.2
(Education Services Australia, 2014)]. Assessment can often be seen as meaningless to
students without constructive feedback (Butt, 2010; Readman & Allen, 2013; Whitton et al,
2010). Overall, assessment should be a highly integrated part of teaching and learning that
allows for both student and teacher reflection, involving authentic tasks and constructive
feedback to make it worthwhile for everyone involved.
EXAMPLE 1.1 Authentic Assessment
While I was undertaking my previous practicum I created a small diagnostic assessment to
determine the students understanding of fractions before planning several lessons to rectify
any misconceptions that were raised. My aim was the create questions that could apply to
students lives, making the assessment more meaningful and authentic to them. Below are a
couple of the questions I used for Year 4 focusing on the calculation of money:
1.Sally wanted to get an apple for the canteen. She had $2.30, and the apple cost $1.25. How
much money would she have received in change?
2.Adam went to the shops with $20. He wanted to buy two Pokemon figurines. One of the
figurines was $11.99. The other figurine was on sale for $5.99. Did Adam have enough
money to buy both figurines?

Assessment Literacy
Assessment literacy is an important principle in regards to assessment practices. It is essential
teachers have a large knowledge of assessment skills, attitudes and practices that they can
implement within their classrooms (Readman & Allen, 2013). Teachers with assessment
literacy often have better classroom practices (Popham, 2009) that assess students both
formally and informally (Whitton et al, 2010). It is a requirement that teachers are assessment
literate, and this includes using a variety of assessment strategies to assess students (Ewing,
2010) [see AITSL standard 5.1 (Education Services Australia, 2014)]. Examples of formal
assessments that are ideal to use in the classroom include portfolios, quizzes, and reports
(Readman & Allen, 2013). Examples of informal assessments that are ideal to use in the
classroom include observations and anecdotal records (McDevitt et al, 2013). Using a variety
of assessments within the classroom allow students to show their knowledge and skills in a
variety of different ways and contexts, therefore providing the teacher, student and parents
with a more accurate evaluation of the students development.

Principles and Values Regarding Assessment

The values and principles of a teacher, along with the standards set by the school and education authority, will guide a teachers assessment practices and their beliefs about the purpose
of assessment for their students and themselves. Two highly important values in regards to
assessment are equality (Krause, 2010) and empathy. Assessments should be consistent and
reliable. This means that if an assessment is completed on a particular day, the same results
would be achieved on a different day (Ewing, 2010; Krause, 2010; McDevitt, Ormrod, Cupit,
Chandler & Aloa, 2013; Readman & Allen, 2013; Woolfolk & Margetts, 2013). Another
important factor in making assessment equal for all students is validity. Assessments should
measure what they are intended to measure, and dont place bias on students due to differences (Krause, 2010; McDevitt et al, 2013; Readman & Allen, 2013; Woolfolk & Margetts,
2013). This requires assessment to accommodate for diversity (Ewing, 2010; Woolfolk &
Margetts, 2013). Students should be included in the assessment process as this emphasises
self-evaluation, makes assessment meaningful and motivating for students, and continues to
make assessment an integrated aspect of teaching and learning. Making students part of the
assessment process allows students to be aware of the criteria and standard of work expected
from them (Ewing, 2010; Krause, 2010). This also aids in catering for the emotional impact
of assessment (Readman & Allen, 2013). By making assessment valid and reliable, non-bias,
equal and empathetic, teachers are guaranteeing that the results from assessment evaluate a
students learning and development.
Ethical considerations need to be applied when creating and evaluating assessments. As
a person who holds strong views about equality in and outside of the classroom these are
considerations that are automatically upheld in teaching and learning practices. Teachers
take into consideration socio-economic status, gender, culture and disability while planning
learning activities to complete with their students, and the same should be true for their assessments (Foreman, 2011; Readman & Allen, 2013). This means creating assessments that
hold no bias towards any individual or group and therefore giving each student the ability
to complete the assessment without causing humiliation or making them uncomfortable
(Readman & Allen, 2013) [see AITSL standard 4.1 (Education Services Australia, 2014). By
considering ethics in assessment teachers are enabling their students the chance to show
their development of knowledge and skills without being effected by other aspects of their
lives.

EXAMPLE 1.2 Ethical Considerations

In my previous practicum there was a student in the class who had just moved to Australia from Iran. English was their second language and this provided a lot of challenges
for them in the classroom. During a mathematics assessment I noticed the education
assistant reading the instructions and questions to the student. I inquired my mentor
teacher about what was happening, and they told me that while the student didnt have
very strong literacy skills they did have strong mathematical skills, and that their lack
of the English language should not stop them from achieving in other subject areas.
This differentiation in the application of an assessment to suit the learning needs of the
students in the classroom is something that I would like to reflect in my own classroom
in the future.

Purpose and Goals of Assessment

FOR THE STUDENT.
The main purpose and goal for assessment from the students perspective is to inform the
student about their learning progress, their strengths and the weaknesses (Trigg, 2013), and
to allow for self-evaluation (Ewing, 2010). The knowledge from assessments allow students to
create learning goals that are achievable (Readman & Allen, 2013; Trigg, 2013). By teaching
students how to create achievable short-term and long-term goals related to their learning
they are developing self-direction, an important aspect of lifelong learning. Students should
be supported in using assessment as a way of reflecting on their strengths and achievements.
By emphasising a students strengths in assessment teachers have the ability to motivate
students to continue to progress with learning (Readman & Allen). However, students should
also use assessment as a way of reflecting on their weakness. Teachers have a vital role in
ensuring that this reflection is not a negative experience, instead emphasising that an
undesirable result in an assessment can be rectified through goal setting, and if used well, can
be a way of motivating students in the learning process (Readman & Allen). This is an
aspect of emotionally catering for students during assessment, a principle that teachers
should follow. Overall, assessment for students provides them with information about their
progress and achievements while also allowing for self-evaluation and goal setting. It allows
students to not only develop as learners, but also as individuals.
FOR THE TEACHER.
The main purpose and goal for assessment from the teachers perspective is to determine
what skills and knowledge the student has, and what skills and knowledge the student needs
to develop (Readman & Allen). This knowledge allows teachers to plan learning activities
and experiences that suit the learning needs of the student. This is reflected in the teaching,
planning and assessment cycle (Butt, 2010), where without assessment teachers are unable to
effectively plan for student learning that targets what the students need to develop. The
purpose of assessment if to not only evaluate student learning, but to reflect on ones own
teaching practices [se AITSL standard 5.4 (Education Services Australia, 2014). Through
assessment teachers are able to evaluate whether their teaching strategies are allowing the
students to develop their skills and knowledge, or whether modifications need to occur
(Whitton et al, 2010). Assessment also makes the teacher, and the school, accountable for
students learning and development (Woolfolk & Margetts, 2013). This is emphasised through
the large use of norm-referenced and standardised testing (Butt, 2010; Readman & Allen;
Woolfolk & Margetts, 2013) that is occurring in Australian schools currently (for example,
NAPLAN). Assessments purpose is to inform not only students, but also parents about the
development of skills and knowledge of their child (Trigg, 2013). For teachers assessment
is about assessing students knowledge, and using the evaluation from assessment to makes
changes to teaching practices and plan for students future learning experiences.

Without assessment, planning that meets the

learning and developmental needs of the students
cannot occur, and knowledge of whether teaching
and learning practices have met the learning
objectives cannot be evaluated.