Assessment

Assessment, another one of those topics that can make teachers cringe. It conjures up images of stacks of reports and piles of observations and notes. However a strong understanding of assessment, and assessment that begins at the beginning of the school year can change views of assessment.
Assessment is one of the most important aspects of teaching; it is what constructs, informs and guides our teaching. It is also important for professional accountability. So how will your assessment piece inform your planning? This is the question you should be asking before you design any piece of assessment.

Image from: Focus on Reading 3-6, NSW DET Curriculum Directorate, 2009.

The image above is an assessment/planning cycle. It demonstrates how assessment and planning should work together. The image demonstrates that assessment is used to determine the current level of students. This information is then used to influence planning. Based on assessment, what do you need to teach your students, and how will you do this? The planning will lead to the most appropriate form on instruction. Will you use modelled, guided or independent instruction to teach your students? 

When designing an assessment piece, there are a number of key questions that you should be asking about your assessment and assessment piece.
How will you use this assessment piece to inform your planning?
What needs to be taught? How will you teach it and why?
How are you going to accommodate the needs of all students in your class?
Will you record this information? How? Or maybe, why not?

Is your assessment piece authentic and relevant to your students?

Your answers to these questions will be vital in deciding whether your assessment piece is appropriate.
Are you going o involve your students in the assessment?

Is your assessment of, as or for learning?
(Campbell and Green, 2006, Burdekin, 2012).

 

The types of assessment you want to collect are also important and will guide your evidence. Evidence can come in the form of observations, video footage, NAPLAN or test results, surveys, work samples, student self assessment, discussion or interactions to name only a few.

Assessment needs to be interesting, relevant and authentic. This will ensure that students are interested, engaged and willing to do their best. Including a wide range of assessment tasks makes sure that students do not become bored, worried or even frightened about assessments. Providing varied assessment tasks also ensures that all students have the ability to display their knowledge and understandings in an appropriate manner, for them.
Providing assessment tasks that enable at times, up to 30 students can be a difficult task. Not all students will be able to share their best understandings through an oral presentation, not all students will perform at their best on a creative arts task. However, there is help available.
NSW curriculum planning, assessment and reporting
This website was developed by the New South Wales Department of Education and Training. It provides important links and information to guide teachers through planning, assessment and reporting, including great links on reporting to parents. It provides accurate, relevant and up to date information on everything from rubrics to professional support.
ARC
ARC is the Assessment Resource Centre, a division of the NSW Board of Studies. It provides work samples, guides and tips of assessing every year level, and across all subject levels. It provides activity ideas and foundation statements for the subject area.

Assessment for some teachers can be very overwhelming. I know myself, I find assessment very overwhelming. The temptation to try and fit every outcome and every indicator into a lesson is huge.
When planning an assessment item, I am always sure to check back against the literacy continuum. The NSW Literacy Contiuum can be found here. This is a great tool for teachers to use. It provides a statement for each different area of literacy from prior to school to completion of primary school.

Assessment is a difficult area for many teachers to handle. However, with a clear idea of what your assessment plan is, with well thought out, appropriate, authentic and interesting assessment tasks, hopefully assessment should be a little easier to tackle.
When you as a teacher understand and have 'faith' in your assessment task, when you find your assessment task interesting and relevant,  your students will feel the same way.