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School Curriculum

and Standards
Ultimately, my philosophy strongly
aligns with many SCSA principles,

Reliable and
accurate assessment
Based on Jean Piagets theory of cognitive
development students will ultimately use
different cognitive schemas depending on
their stage of development to explain the
world around them (Readman & Allen,
2013, p. 7). Therefore, it is my belief that it
is important to design assessments based
on the students ability to reason, to
ensure a more reliable and accurate
assessment outcome. It is vital that
teachers stay current with different
approaches to learning theories and
practices as well as being engaged in
consistent formal and informal learning
(Readman & Allen, 2013, p. 12). This may
include but is not limited to activities such
as constant reviewing of current
assessment practices and approaches as
compared to the Australian Institute of
Teaching and School Leadership (AITSL)
standard five (AITSL, 2014) for professional

specifically assessment principle 3, as

I believe in

meeting learning




opportunities for all students to

present their work in a way that they
are most confident with. This means
catering for diversity for all students,
whether they have a disability, excel
above their years achievement
standard or speak English as a second
language, all students will be given an
equal opportunity to have the light
shine on them for continual learning
and development.

Assessment identity
Eunice Tan

Eunice Tan

Philosophy on
When we as teachers assess students, our
goal should be focused on what
knowledge the child has gained from the
teaching rather than how well they are
able to present their learning. It is my
belief that all students should be given
the opportunity to present their learning
from a unit of work through different
mediums. This is because students may
not be confident in presenting their
knowledge in one format such as through
a written form, but rather more confident
in presenting their learning through a
visual form such as drawing. I believe in
encompassing student learning around
inclusivity, where all values and belief
systems are celebrated through
differences in family background, social
socioeconomic background (Westwood,

Group work and providing students with feedback

Building social skills to flourish in an ever-changing society

Learning should include both individual and social processes by encouraging students to share
and build their knowledge; together, they learn to work as a team, developing their social skills
(Waring & Evans, p. 19). In Waring and Evans (2015, p. 19), a synthesis of research findings
highlighted that student learning should contribute towards intellectual, personal and social
developments, which will inevitably give them the ability to actively participate and flourish in
an ever-changing society. This is the reason that I believe group work is vital in learning and
assessment and is a strategy that I will implement in my classroom for a range of activities
from a simple task such as brainstorming, to creating a group project where students will write
a narrative as a group and act this out together through drama.
When marking and assessing a students work, it is important to provide the student with
feedback on ways that they can improve along with the grade that they receive (Butt, 2010, p.
67). This way, the student is able to understand the aspects, which they may not be achieving
and how they can improve to achieve a better result in the future. This heavily relies on
effective communication between the teacher and the learner, which I believe is important.