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Authority
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
development.
meeting learning
and
creating
equal
Assessment identity
Eunice Tan
http://eunice96.weebly.com/
Assessment
Identity
Eunice Tan
Philosophy on
Assessment
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
class,
gender,
language
and
socioeconomic
background
(Westwood,
2013).
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.