Module 3 – Week 9: Assessment in the Teaching & Learning Cycle
Teaching, Learning & Assessment Cycle
- Continuous loop: Plan → Teach → Assess → (inform next Plan)
- Key planning questions: desired learning, prior knowledge, resources, time
- Teaching focus: strategies, teacher & student actions
- Assessment focus: evidence of learning, lesson effectiveness
Definition of Assessment
- Ongoing process of gathering, analysing, reflecting on evidence to judge achievement (QCAA)
- Two phases:
• Plan & implement task, gather data
• Interpret data & decide next steps
Shift in Thinking
- Past: end-point audit (single test)
- Present: embedded, lesson-by-lesson support for learning
Purposes of Assessment
- Assessment FOR learning: teacher uses evidence to adjust teaching (ongoing)
- Assessment AS learning: students monitor & set goals (within sequence)
- Assessment OF learning: judge achievement vs. standards (end of sequence)
Aligning Planning and Assessment
- Begin with clear lesson goals; assess goal attainment
- Data feeds forward to next plan/teach cycle
- Provides feedback to students; some data for reporting
- Example (probability lesson): monitor use of probability language & placement on 0!\text{–}!1 scale via anecdotal notes & work samples
Reasons & Stakeholders
- Improve performance: track progress, diagnose needs, guide instruction, extend learning, value achievement, report, ensure accountability
- Stakeholders: students, parents, teachers, principals, community, government (e.g., NAPLAN benchmarks)
Types & Timing of Assessment
- Diagnostic: prior knowledge start-point
- Formative: during learning; photos, notes, observations
- Summative: end-point; checklists, rubrics, tests
- Effective when ongoing (beginning, process, product)
- Teacher eyes & ears = primary tools
- Informal & formal techniques: observation, questioning, conferences, tasks
Recording Methods
- Checklists: binary/graded criteria tracking
- Rating scales: 1-5 or descriptors; self or teacher use
- Rubrics: levelled descriptors linked to marks/standards
- Anecdotal notes, photos, work samples
Sample Assessment Tasks
- Wide variety: diagrams, reports, posters, concept maps, podcasts, quizzes (MC/SA), Venn/Y-chart, KWLH, interviews, presentations, models, blogs, conferences, etc.
Key Takeaways
- Assessment supports learning and informs reporting
- Must be planned, purposeful, continuous, and aligned to goals
- Use multiple methods & tools to capture rich evidence
- Engage students in assessment to foster self-regulated learning
