Professional Teacher assessment identity

Introduction
Assessment can be defined as the process of identifying, gathering and interpreting
information about students' learning. The central purpose of assessment is to provide
information on student achievement and progress and set the direction for ongoing teaching
and learning ("Principles for Assessment and Reporting in NSW Government Schools",
2012). Readman and Allen (2013) identified three different types of assessment:

Summative assessment- is any type of assessment activity or task used to collect

information on the achievement level of students at the end of a unit of work. In other

words, it is a summary of the students learning.

Formative assessment- is a learning process that gives teachers and students a
chance to reflect on their learning and teaching. When they reflect they use the
evidence to changes to future learning and teaching activities. Formative assessment

should happen during lesson and can be very simple such as question and answers.
Diagnostic assessment- is day to day activity that teacher can use to assess
students prior knowledge of learning area and it efficient at it shapes the lesson
activities.

There three major approaches to assessment these are assessment for, as and of learning
(Readman and Allen). The three approaches allow teachers develop assessments that
complement their teaching and enhance students learning (Readman and Allen,2013).

Relationship of assessment to teaching and learning.

One of aims of high quality authentic assessment is to help students develop and
demonstrates what they have learnt, to gain feedback on their learning and use to
feedback to make judgment to their learning (Readman and Allen,2013). One there is
a positive relationship between assessment and learning Readman and Allen (2013)
state that assessment is crucial to the learning process and it is not about test or
measuring outcome, secondly assessment allow teacher to enriching pedagogy that
benefits their student.
Positive feedback on assessment is a great tool teaching and learning (Readman
and Allen). For example, teachers and students can give each other feedback in
order to for student to reach their learning goals, understand their learning and the
teacher can use to feedback to plan the next phase of lessons (Readman and
Allen,2013).

I have noticed the relationship of assessment to teaching and learning, for example
when I was in high school I went to tutoring session for human biology, the tutor
would give me a quiz at the being of the session, then he would mark it and point out
the areas I need to work on, this was effective as it helped me identify element of the
lesson I need to concentrate on.

Principle of assessment I align to

The school curriculum and standards authority has six different assessment principle that
address how to improve student learning, the component of assessment and how to conduct
and evaluate assessments (SCSA, 2014). I have chosen to summarise two of the
assessment principle I ked the most for this part of my brochures.

The first assessment principle I align to is that assessment is fundamental

part of teaching and learning, this means that assessment should be
established from the curriculum and syllabus, should be able to judge
students progression and contribute to their learning (School Curriculum and
Standards Authority [SCSA], 2014).
o In a classroom setting the teacher can implement this principle by
collecting relevant information during lesson by using observation and
o

students responses shape future lesson (SCSA,2014).

When implement the first SCSA assessment principle in your
classroom it is important to consider how to distinguish the diverse
backgrounds and abilities for your students. So you it important to

present different assessment types and materials (SCSA, 2014).

Another important note to consider when align the first assessment
principle to classroom practices is to ensure that the assessment
criteria is addressing the right elements (SCSA, 2014).

The forth assessment principle is that assessment should to meet a specific

purpose (SCSA, 2014). As stated three types assessments, summative which
assessment of learning and usually takes place at the end of the learning and
it reported against an achievement standards (SCSA, 2014). The second for
is formative assessment which is assessment for learning, it involves a range
of strategies such formal and informal procedures. It involves qualitative
feedback. When implement both formative and summative assessment in the
classroom it important to consider the following aspects should be

(SCSA,2014):
o

Assess the appropriate way to use the assessment and find the right

balance to inform your teaching.

Ensure that it first the purpose, it important to know the purpose and
what youre assessing in the assessment and determine how the
information gather from the classroom is used classroom.

Importance of providing effective feedback

Feedback is when teacher inform their student in their progress in order to make
changes, there many benefits of effective feedback for example understand areas
they need to work on, students become better at receiving and giving feedback and
improves the chance for student to achieve learning outcome (Readman and Allen,
2013). For feedback to effective it needs to be goal-referenced the student and
teacher need to have set goal they are working towards and implement strategies to
meet these goals (Wiggins, 2012); user friendly this mean that the feedback need to
appropriate for the age of the student and not too technical with information (Wiggins,
2012).
feedback needs to be timely this mean that the quicker the student receive the
feedback the better, there multiple ways of providing timely feedback to student such
as conducting a peer review of performance or activities and it important to teach the
correct to give feedback (Wiggins,2012).
In my personal experience I have always liked receiving feedback as it allow to see
where I am at with my learning and how my progressing through the unit outcome. I
have also found that during my professional practicums the student progress really
well when I told the elements they were struggling with, for example there was one
student that was struggling with the mathematical concept of front loading after giving
him some that was ongoing he show a great improvement. I would usually show him
example explain it to and also show home where he went wrong in the process of
frontloading.

References

Principles for Assessment and Reporting in NSW Government Schools. (2012). Education
Public Schools. Retrieved from http://www.schools.nsw.edu.au/learning/k6assessments/principles.php
.School Curriculum and Standards. (2014). Assessment Principles and Reflective Questions
Authority. Retrieved from http://k10outline.scsa.wa.edu.au/home/assessment
Readman, k. & Allen, B. (2013). Practical planning and assessment. South Melbourne:
Oxford University press.
Wiggins, G. (2012). Educational Leadership: Feedback for Learning: Seven Keys to Effective
Feedback. ASCD Learn teach lead.. Retrieved from
http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/SevenKeys-to-Effective-Feedback.aspx