Escolar Documentos
Profissional Documentos
Cultura Documentos
a variety of ways
To encourage life-long learners
To ensure every student experiences success
My personal beliefs and values that will shape the way I teach and assess my
students make up my personal identity as a teacher, and my professional
assessment identity. The ACT Department of Education and Trainings [ACT
DET] (2011) guidelines for assessment outline a number of principles that
underpin effective assessment practice, as well as examples of what best
practice in assessment looks like. Many of these principles and best practice
inclusions link closely to my personal philosophy of teaching and in particular
to my assessment identity, and these links are demonstrated in the pages that
follow.
Assessment should be part of effective planning of teaching and learning.
(ACT DET, 2011, p. 8)
Best practice includes the use of diagnostic tools to determine what the
students already know, understand and can do. (ACT DET, 2011, p. 9)
I believe formative assessment, or assessment for learning, is very important
in the classroom, and teachers can no longer rely solely on summative, or
final, assessment pieces. The use of formative and ongoing assessment
practices
means
teachers
can
continually
evaluate
their
students
teachers to effectively gauge where their students current abilities lie and
therefore plan their lessons accordingly. This idea ties in with Lev Vygotskys
Zone of Proximal Development, where optimal learning occurs between what
students can competently do on their own, and what they cannot yet do
without assistance (Readman & Allen, 2013, p. 8; Woolfolk & Margetts, 2013,
p. 98), as well as an idea called the challenge model of assessment. This
model calls for assessment to challenge students, while not being so
challenging that it is not attainable (Readman & Allen, 2013, p. 29). I believe
this is important because if tasks are too easy, students may participate in an
auto-pilot mode, which does not foster any meaningful learning. Similarly, if
challenges are too great for students to overcome, they may give up and
become disengaged, which is equally harmful to their opportunities for
meaningful learning to take place.
Assessment should focus on how students learn; assessment should
recognise the full range of achievement of all learners. (ACT DET, 2011, p. 8)
Best Practice includes students being actively involved in, and having some
control over their learning; and assessment tasks that are differentiated
through offering quality choices of ways for students to demonstrate
knowledge, understanding and skills. (ACT DET, 2011, p. 9)
Another approach to assessment that I believe is very important is to offer a
variety of ways for students to demonstrate their knowledge and
understandings. This is because children, just like adults, learn in different
ways, have different strengths and weaknesses, as well as varying interests
and personalities. Gardners Theory of Multiple Intelligences (as cited in
Woolfolk & Margetts, 2013, pp. 173-174) describes at least 8 types of human
abilities, or intelligences, and indicates that individuals may show remarkable
talent in one or more areas but may struggle in others. For this reason, I
believe it is imperative for teachers to be in touch with their students
strengths and weaknesses and create opportunities for students to express
themselves through a variety of modes. In my future classroom, this will take
place in two ways. The first way will be that I will plan assessment and
classroom tasks that will draw on students knowledge and skills from as
many of Gardners intelligences as possible, to ensure not only my teaching