Teaching Portfolio: Assessment Philosophy by Mirjana Vrankovic, pre service teacher
Mindset and Values
As a pre service teacher undertaking the study of theoretical approaches of Teaching along with experience from practicum placements, I understand the importance of providing ongoing assessment for my students and for my own professional learning. As a graduate teacher I understand the need to demonstrate Australian professional Standards for Teachers standard five: Assess, provide feedback and report on student learning as a professional requirement (Australian Institute for Teaching and School Leadership [AITSL], 2014). My view is that learning and assessment are interlinked as a daily ongoing practice. I feel it
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is important to foster a positive and motivating mindset among my students regarding assessments. For this reason, it is beneficial for my students to perceive assessment as way to provide feedback that supports their learning and therefore something to look forward to rather than fear. (Kivunja, 2015). In preparing my students to approach assessment positively, it is necessary for them to perceive assessment as fair, motivating and for their work to be recognised even if they cannot be rewarded. (Readman & Allen, 2013). In order to achieve this, the learning environment I intend to create will promote student well being by welcoming open collaboration and participation, setting high expectations, giving quality feedback and working on developing positive, safe and respectful relationships among all members. (Readman& Allen, 2013). Furthermore, fostering a caring and respectful relationship with your students plays a key role in enhancing their well being and resilience (Benard, Johnson & Howard as cited in Woolfolk & Margetts, 2013). Setting high expectations is not about the scope of the task, rather it relates to the level in which all students are expected to engage in challenging work (NSW Department of Education and Training, 2004). Research has shown that setting high expectations for your students, leads to self realisation (NSW Department of Education and Training, 2004). I align with Jere Brophy’s analogy of treating all students as enthusiastic learners if in fact that is what you wish them to become (as cited in NSW Department of Education and Training, 2004). In my practical placements I have met professional ethics and responsibilities standard 7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession (AITSL, 2014). See example below I view assessment as an invaluable tool to provide feedback on the effectiveness of my teaching strategies and to reflect on and make changes accordingly. The principals and values, in which I approach assessment, are based on constructivist philosophy whereby students are involved in active learning. (Kivunja, 2015). Woolfolk & Margetts (2013), also support the view that students are more likely to transfer information into new situations when they have been active participants in the learning process. This approach promotes learning through experience by connecting new knowledge to student’s prior knowledge in order to promote deeper levels of understanding (Readman & Allen, 2013). Furthermore, my view is assessment is a resource that “should promote change not measure change” (Readman & Allen, 2013, p. 14). This approach aligns with Kivunja’s (2015) view that assessment should be viewed as something you “do with your students” rather than something you “do to your students”. Thus it is necessary to develop a healthy attitude to assessment by promoting resilience. (Readman & Allen, 2013). I align with Fergus & Zimmerman’s (as cited in Readman & Allen, 2013) challenge model of resilience. This model suggests that exposing students to a moderate amount of challenge will develop resilience. In my practical experience I have experienced that providing too much or too little of a challenge will affect students coping skills. Purposes & Goals The purpose of assessment is to gather information on students and analyse and reflect on this in order to make informed judgements about the achievement level of the learning outcomes.
The Australian Curriculum, Assessment and Reporting Authority [ACARA], describe the content and the achievement standard that each Year level is required to achieve for the purpose of monitoring student progress (ACARA, 2012). This is underpinned by the standard “5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning”. As a pre service teacher, I have been involved in delivering many diagnostic and formative assessments throughout my practicum such as observations, explicit feedback, peer feedback, questioning, written and oral activities. Therefore my assessment practice will continue to include assessment for learning known as formative assessment and assessment of learning known as summative …show more content…
assessment. Formative assessment will be utilised during the learning process to ensure that the students are meeting the learning objectives. Summative assessment will be used to demonstrate the consolidation of student’s new knowledge together with their existing knowledge. In order for assessment to be purposeful, these types of assessments are vital to inform students of how they are progressing with their learning and what they need to improve on and steps taken to achieve this. Assessments offer the invaluable opportunity for me to reflect on my teaching practices by analysing how I can improve my strategies in order to support and further student learning (Butt, 2010). The AITSL standard 5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning (AITSL, 2014) supports this view, as during practical placement I provided by students with effective, timely and positive verbal and written feedback about their work in order to guide their learning. My goal is to ensure that the teaching, learning and assessment environment provides my students with rich, real life learning experiences for the purpose of improving their learning outcomes. (Kivunja, 2015). Assessment activities will be designed to be purposeful, engaging and relevant in their approach to demonstrate their learning. (Readman & Allen, 2013). Rubrics and class discussions will ensure that my students understand the reason behind the assessment in regards to expectations. My goal for myself is to consistently discuss with my students the reasons why they are being assessed with the result being that they understand and view assessments as motivation to further their learning. Another goal is to broaden my level of assessment literacy by increasing my knowledge and skills required to be competent at implementing a range of effective assessments. (Readman & Allen, 2013). I will work towards this goal by engaging in reflective, on-going teacher experience, peer collaboration and professional learning. Waring (2015) states that awareness, capacity and commitment to change in order to enhance teaching practises are key factors in professionalism. Practices and Techniques My assessment practice underpins the constructivist view of constructive alignment. The process of constructive alignment coordinates learning outcomes, teaching, and learning and the assessment tasks together. This requires teachers to compose constructive plans that will support student learning. Backward mapping approach will prove a useful technique to support constructive alignment (Readman & Allen, 2015). This approach involves planning the learning outcomes, then the assessments followed by the lesson activities. Woolfolk & Margetts (2013) identify three stages of this process. Stage one involves identifying the desired outcome or big ideas of student understanding. Stage two involves identifying what evidence in the type of assessments will be sufficient to demonstrate student knowledge, skills and understanding as outlined in stage one. Stage three involves planning the learning experiences and how to teach them. Ample opportunities for authentic assessment tasks will be provided (Woolfolk & Margetts, 2013). Authentic assessments involve students applying their new abilities to real life situations. An example is applying a mathematical procedure to a real life situation such as grocery shopping (NSW Department of Education and Training, 2004). Assessment tasks will be linked to learning intentions/outcomes and the success criteria in each lesson. Where possible, involving students in the joint construction of explicit criteria will ensure they understand what constitutes high quality work (NSW Department of Education and Training, 2004). Also providing work samples that demonstrate high quality work from past students could be useful for understanding the criteria (NSW Department of Education and Training, 2004). The criteria will be the basis of assessing student work and provide feedback during (formative) and after completion of the task (summative). (Readman & Allen, 2013). Feedback will be positive and informative and relate explicitly back to the learning goals. (Readman & Allen, 2013). Students are more likely to achieve learning goals when they are clear, specific, and reasonable, moderately challenging and attainable (Woolfolk & Margetts, 2013). In addition peer and self assessment will be useful techniques to implement in order to encourage motivation (Readman & Allen, 2013). Rubrics will be composed to align with the criteria to enable students to reflect back on their learning goals (Readman & Allen, 2013). This practice will ensure that students understand the expectations that are set and reflect on their level of achievement for the basis of improving their learning. This practise will support the standard 5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning (AITSL, 2014). The standard 5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice (AITSL, 2014) is supported in my teaching practicum.
My Year two class were learning about a new mathematics strategy. I was modelling the concept to them and observed that many students had not grasped the concept. I discussed with the students about what they were struggling to understand and as a result of their feedback, responded by changing my teaching strategy accordingly. I have also demonstrated standard 5.5 - Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement (AITSL, 2014). In my practicum placement in 2015 I was involved in assessing the students in reading, spelling, writing and mathematics. I was involved in evaluating and recording reading benchmarks, school mathematics competency level, evaluating weekly homework and the marking of spelling and writing tasks for the purpose of summative
assessment
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
In conclusion I feel that using effective assessment methods throughout any course allows tutors to give feedback at the right time to allow the correct progress for the learners to achieve. I have experienced feedback many times as coach and more recently as a teacher and feel it has only helped me to improve and to keep wanting to improve so I can inspire others to achieve.
As a graduate teacher it is important to understand the standards that underpin the whole of the teaching profession. The Australian Professional Standards for Teachers (the Standards) came about after extensive evidence was put forward by the Melbourne Declaration on Educational Goals for young Australians in 2008 to say that Australia needed to improve its teacher quality in order to be considered as a world-class country in education (Teacherstandards.aitsl.edu.au, 2014). The key elements of what constitutes quality teaching make up seven standards and are broken down into the three domains of professional knowledge, professional practice and professional engagement.
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan, 2011). tests can tell us a lot about students and be used to inform and guide teaching, rather than simply to determine grades. Teachers can learn a lot from test results if they analyse the data generated to inform their teaching and learning programs (Perso, 2009). However, high stakes tests may result in students becoming stressed, leading to misreading questions, careless working and incomplete answers (Booker et al., 2010).
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
The assessment consisted of 20 questions, which were related to the concepts for years one to three from the Australian Curriculum links. Included were questions involving number, algebra, measurement, geometry, statistics and probability (ACARA, 2016). This assessment allowed me to reflect helping me to prepare myself for when I am an educator allowing me to reflect on different areas, which may need
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
“Assessment is the ongoing process of gathering, analyzing and reflecting on evidence to make informed and consistent judgements to improve future student learning” (Victoria State Government n.d). While doing my 20 hours of field experience I was able to observe several different assessment techniques being utilized with in the classrooms. The techniques varied with selected-response assessments like multiple choice, fill in the blank, true and false questions, matching, and multiple response. As well as the short constructed-response assessment where the teacher would have a question and the students would have to construct the correct answer on their own. The teachers also used oral responses and probing discussions.
“Assessment is 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” (NSW Department of Education and Training, 2007, p.1). I believe an assessment strategy which best encapsulates this understanding of assessment is the portfolio. Specifically, a process portfolio provides a wealth of information about a student’s progress in literacy and not only allows a teacher to assess the learning that has taken place but also helps them to identify the areas in need of improvement. Additionally, the crucial element of the student’s self-assessment and self-reflection in the process of creating the portfolio also allows both the teacher and the student to understand the progress, strengths and weaknesses of their writing.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
Perhaps the most prominent form of alternative assessment in use today is the student portfolio. A portfolio can be described as a “purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas of the curriculum.” Key elements of the portfolio include evidence of students’ choosing the contents of their own portfolio, specific criteria for the selection and assessment of student work, and clear evidence that the student has reflected on his or her work (Chriest & Maher, n.d.). Portfolios have been proven an effective means of student assessment in many areas of schooling, from preschool all the way through post-graduate work. Portfolio assessment has also been rendered effective in many business settings to determine the value of an employee.
Through my previous teaching experiences, I have displayed successful use of the teaching and learning cycle. I ensure all learning experiences are student-centred and focused on student improvement of syllabus outcomes. In all key learning areas (KLA) I have implemented diagnostic testing to establish a basepoint for my teaching. Then continue to use formative then summative assessment to reflect and revise my teaching pedagogy to create desired improvements. I use this practice to generate high achievement in students’ outcomes and