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Anthony Rossetti 255144 EST 300 Assignment 1 Research Contemporary Assessment Practices When discussing contemporary assessment practices, there are three main types which are commonly used in Australian schools. These include class room based, system wide and national testing. Australian students undertake all three types of assessment during their school life and they all differ significantly. Class room based assessment occurs in the class room, and tasks are determined by the teacher and integrated into the school year. System wide testing differs in the sense that it refers to testing at a state level. National testing occurs throughout the country and is a standardised form of assessment that is marked and moderated by an external body. Each type of testing contains its own advantages and disadvantages which can be critically analysed. Universally, class room based assessment or school based assessment is recognised as ‘assessment which is embedded in the teaching and learning process. It has a number of important characteristics which distinguish it from other forms of assessment’ (Hong Kong Examinations and Assessment Authority, 2014). It is also defined as ‘a simple method that teachers use to generate feedback on their teaching methods and their students' learning process’ (Demand Media Inc. 2014). There are five important components which make up quality class room based assessment. Firstly, the assessment instruments and practices must be aimed at addressing ‘specific information needs of intended user(s)’ (Pearson Education, 2013). The assessment tasks must also be centred around ‘clearly articulated and appropriate achievement targets’ (Pearson Education, 2013). The assessments should also ‘accurately measure student achievement’ (Pearson Education, 2013) whilst including the student in their learning and yield results that ‘are effectively communicated to their intended users’ (Pearson Education, 2013). There are many advantages associated with class room based assessments. They possess the ability to seriously improve learning as they are often continuous and consistent throughout the school year (Hong Kong Examinations and Assessment Authority, 2014). Ongoing assessments are of great benefit as they become routine and embedded into daily tasks, consequently not coming as a shock to students and preventing unnecessary anxiety and stress as a result. Class room based assessment also allow the teacher to provide timely feedback to students (Hong Kong Examinations and Assessment Authority, 2014), which they can then apply to upcoming tasks and concepts. Another well documented advantage of classroom based assessment is that it stimulates student involvement and an active classroom. As the assessments are heavily related to the content being taught, students are able to consolidate their knowledge and build on their acquired skills (Pearson Education, 2013). Class room based assessment also allow students to ‘become partners in the self assessment process by, for example, collaborating with their teachers in creating and using assessments like those they will be held accountable for later’ (Edge, 2006). Although class room based assessment has many advantages, some shortcomings can also be identified. A significant disadvantage revolves around standardisation of marking. Ensuring the assessment of each individuals work is transparent and standardised can be quite a challenging task for teachers (Gregson, 2012). If marking is not standardised then students can be affected negatively as their achievements and areas requiring improvement will not be adequately identified (Gregson, 2012). Class room based assessment possesses the potential to be detrimental to student learning if the types of assessment are not varied. All students, in fact, all humans, have different strengths and weaknesses when it comes to demonstrating their knowledge. For example, some are terrified at the thought of standing in front of a group and verbally displaying their ideas but can superbly demonstrate their knowledge in the form of an essay or diagram. Others struggle when asked to put their thoughts to paper but can verbally express what they have learnt in an efficient and successful manner (Gregson, 2012). If class room based assessment tasks are not varied in their mode, students are at risk of either continually succeeding or failing, which in turn does not produce an accurate evaluation of their knowledge base. System wide testing refers to assessment tasks determined by the state or territory’s governing education body. The South Australian Curriculum Standards and Accountability website does not contain any evidence of system wide assessment standards and highlights the fact that within South Australia, assessment is based mainly on national standards (South Australian Curriculum Standards and Accountability Framework, 2014). The Northern Territory Government Department of Education website provides an abundance of information in regards to system wide testing in the territory. One main example is the ‘Assessment of Student Competencies (ASC)’ (Northern Territory Government of Australia, 2014). This assessment program is of great value to students and teachers alike. The ‘screening tool’ (Northern Territory Government of Australia, 2014) involves four different areas of learning. These include motor skills, healthy living, literacy and numeracy (Northern Territory Government of Australia, 2014). The process is continuous and ‘includes planning, documenting and evaluating children’s learning’ (Northern Territory Government of Australia, 2014). The idea of the tool is that teachers embed the various learning areas into the educational environment until all students achieve all competencies. The ASC is of great benefit to teachers as it allows them to monitor knowledge and the achievement of milestones. This is also an advantage to students as their learning is constantly evolving as they are presented with new challenges ‘built in’ to their every day educational routine (Northern Territory Government of Australia, 2014). On a whole, the ASC looks as though it possesses many positives and very few negatives. The National Assessment Program-Literacy and Numeracy, commonly known as NAPLAN is the major national testing tool used throughout Australia (ACARA, 2011). It is a form of standardised testing which is defined as ‘any form of test that (1) requires all test takers to answer the same questions, or a selection of questions from common bank of questions, in the same way, and that (2) is scored in a “standard” or consistent manner, which makes it possible to compare the relative performance of individual students or groups of students’ (Hidden Curriculum, 2014). The aim of NAPLAN is assess student’s capabilities in four pivotal areas including reading, writing, spelling and numeracy (ACARA, 2011). Teachers are able to discuss student results with parents and students, and compare individual progress by reflecting on previous attempts, as well as ‘comparing performance against national peers’ (NAPLAN, 2014). Nationwide, the test is undertaken in the second week of May. The NAPLAN test is completed by all students in years three, five, seven and nine and this includes approximately one million students (NAPLAN, 2014). The assessment program was first introduced to Australia in 2008 (The State of Queensland, 2014). Since its introduction, students, parents, teachers and members of the extended Australian community have expressed mixed opinions regarding the tests advantages and disadvantages. In 2010, two years after its introduction, then Education Minister Simon Crean formally commented that he felt the NAPLAN was of great benefit to students. He states ‘we are beginning to see the benefits of national testing in literacy and numeracy…..NAPLAN exposes our school system to the light and allows us to identify where things are going well, and more importantly, it helps to identify the areas of under-performance which demand further attention’ (The Australian, 2010). Then New South Wales Education Minister Verity Firth, agreed with Mr Crean and indicated that she felt the NAPLAN test ‘made it easier to track students’ performance’ (The Australian, 2010). Some teachers also feel the test is of great benefit as it allows them to assess student knowledge in a manner that is formalised and structured (Pearson Australia Group, 2014). It has been stated that the NAPLAN is advantageous as it is designed to ‘promote fairness and provide objective information’ (Effects of NAPLAN, 2014). Another advantage widely acknowledged is the fact that the data generated can be used to determine common trends and problem areas, demonstrated by both individual students and groups of students (Pearson Australia Group, 2014). Identification of areas which would benefit from improvement, allows teachers to address both the manner in which they teach and the content they include, which is regarded as a great benefit of the NAPLAN (Pearson Australia Group, 2014). Both teachers and parents have identified that the test possesses the potential to generate interest and motivation with in students (Effects of NAPLAN, 2014). Some have seen students rise to the challenge and become more studious and committed as a result of the upcoming assessment (Effects of NAPLAN, 2014). Whilst there are advantages of the NAPLAN documented nationally, many believe the test is of no use and actually disadvantages students, teachers and parents. A study performed by Murdoch University in 2012 revealed many of these disadvantages (Murdoch University, 2012). It revealed that ‘high-stakes testing creates incentives for teachers to narrow the curriculum, adopt teacher centred pedagogies, and teach to the test’ (Murdoch University, 2012). Others have agreed with this disadvantage adding that ‘teachers are torn between the use of productive pedagogies and authentic assessment that support academic process and preparing their students for high-stakes national testing’ (Gregson, 2012). Another major disadvantage of NAPLAN widely documented is the stress and anxiety it promotes with in teachers, students and parents (Murdoch University, 2012). As it is widely recognised that stress inhibits effective learning rather than supporting it (Murdoch University, 2012) this drawback is of great significance. Class room based, system wide and national testing all play a vital role in the assessment of student knowledge and skills. Whilst the types of testing vary, and all possess significant disadvantages, their advantages and importance cannot be ignored. If students were assessed in one way only, their results would not adequately or accurately reflect the results of their learning. When used in combination, the three modes of assessment provide an accurate level of assessment, and can indicate strengths and weaknesses to students, teachers and parents alike. References ACARA. (2011). NAPLAN. Retrieved from http://www.nap.edu.au/naplan/naplan.html ACARA. (2014). NAPLAN. Retrieved from http://www.nap.edu.au/verve/_resources/Acara_NAPLAN_Infographic(V4-2).pdf Demand Media Inc. (2014). Cons of Classroom Assessment. Retrieved from http://www.ehow.com/list_7744364_cons-classroom-assessments.html Edge. (2006). Assessment for Learning- A key to Motivation and Achievement. Retrieved from http://ati.pearson.com/downloads/edgev2n2_0.pdf Effects of NAPLAN. (2014). Standardised Testing. Retrieved from http://effectsofnaplan.edu.au/resource/standardized-testing/ Gregson, R.J. (2012). The what, why, who, where and when of assessment. Connecting with Science Education Sydney, Oxford Press. Hidden Curriculum. (2014). Standardised Test. Retrieved from http://edglossary.org/standardized-test/ Hong Kong Examinations and Assessment Authority. (2014). Introduction to school based assessment. Retrieved from http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/sba_definition.html Murdoch University. (2012). Effects of NAPLAN (National Assessment Program - Literacy and Numeracy) Executive Summary. Retrieved from http://effectsofnaplan.edu.au/wp-content/uploads/2012/09/Executive-Summary.pdf Northern Territory