What is the purpose

of assessment?
EDN550 Topic 2: Acknowledgement • To inform planning and teaching
• To meet School Curriculum and Standards
Introduction to Assessment of Country Authority WA (SCSA) requirements
• Assessing student learning
Dr Helen Dempsey
• Reflects teacher effectiveness
I would like to acknowledge the Whajuk people of the Noongar nation.
We are privileged to continue the long tradition of teaching on the • Provides information relevant to informing
Murdoch University site. We continue to work towards greater parents/guardians of student progress
appreciation of their enduring knowledge and understanding of this land.

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 Relevant APSTs What do you know about assessment?

Standard Graduate Descriptor

• Think about what you know about assessment and then compare
5.1 Assess student Demonstrate understanding of assessment strategies, including informal, and
learning formal, diagnostic, formative and summative approaches to assess student your original ideas to those you are exposed to in this lecture.
learning
5.2 Provide feedback to Demonstrate an understanding of the purpose of providing timely and appropriate
students on their learning feedback to students about their learning • It is important to have alignment between lesson plan and
assessment. (see Allen, J. & White, S., (2021) Learning to teach in a
new era. Cambridge University Press, Chapter 5

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 Standard 5: Assess, provide feedback and report on student learning

Types and processes of Assessment

5.1 Assess student Demonstrate understanding of assessment strategies Assessment types Brady & Kennedy (2019), p 2 - 3

learning including informal, formal, diagnostic, formative and

summative approaches to assess student learning
• Diagnostic Norm referenced assessment
• Pre-testing Criterion-referenced assessment
5.2 Provide feedback to Demonstrate and understanding of the purpose of • To find out what students already know or to give you base Standards –based assessment
students on their learning providing timely and appropriate feedback to students line data.
Standardised tests
about their learning • Can be formal or informal
Traditional assessment
5.3 Make consistent and Demonstrate understanding of assessment moderation • Formative Alternative assessment
comparable judgements and its application to support consistent and • To inform progress and planning Performance-based assessment
comparable judgements of student learning.
• Should be ongoing and can be formal or informal
5.4 Interpret student data Demonstrate the capacity to interpret student Authentic assessment
assessment data to evaluate student learning and • Summative Portfolio assessment
modify teaching practice. • To report on student learning Formative assessment
5.5 Report on student Demonstrate understanding of a range of strategies for • Generally a formal assessment Summative assessment
achievement reporting to students and parent/carers and the • Criterion based Reliabiltiy
purpose of keeping accurate and reliable records of
student achievement.
• Based on judging standards Validity

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 Classification of assessment strategies Brady
and Kennedy (2019) p 44

General principals of assessment and reporting Some Key Assessments

Brady and Kennedy, 2019, pg 25

Tests Teacher devised Multiple choice • NAPLAN – National Assessment Program – Literacy and Numeracy
standardised True-false
• Australian Curriculum Studies Association states that Assessment should: Short-answer • Students in years 3, 5, 7, 9
• Facilitate learning Matching • OLNA – Online Literacy and Numeracy Assessment
• Refer to criteria that are explicit Cloze • Students in years 10
Interpretive
• Identify strengths and achievements Concept Maps
• WACE – The Western Australian Certificate of Education
• Cover all aspects of the curriculum • Years 11 and 12
Essays/extended writing • https://senior-secondary.scsa.wa.edu.au/the-wace
• Encourage a variety of intended learning outcome Interviews/conferences
• ATAR – Australian Tertiary Admission Rank
• Use a range of strategies Performance Systematic observation Anecdotal records
• Involve teacher judgement assessment Focused observation Checklists • LANTITE – Literacy and Numeracy Test for Initial Teacher Education
Non-specific observation Rating scales • Government mandated assessment for all ITE students
• Enable self assessment • Can not graduate without successfully passing 2 tests
Product Portfolios
• Provide opportunities for students to work together • TPA – Teacher Performance Assessment
assessment Exhibitions
• Provide opportunities for students to negotiate required tasks Projects • Government mandated assessment for ITE students
• We use QTPA (see unit EDN499)
• Be sensitive to gender, culture, linguistic, physical disability, socioeconomic status and Journals
• Completed along with your final professional experience
geographical location Self- Often used in performance and • Can not graduate without successfully passing EDN499
assessment product assessment strategies

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 Thank you

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