Assessment - Personalised not Standalisied
Background Information
Traditionally, assessment has been referred to the process of gathering and interpreting information about children’s learning (Hatherly & Richardson, 2007, p. 52). In the early years of schooling children now experience a range of tests with reports of their progress and the achievement, these reports are then passes on to the government for analysis and published onto My school sites. This raises much controversy and debate about the accountable for teachers regarding assessment. Standardised and personalised testing can all play a role in constructing a successful learning environment. However, if teachers, parents, and students are at the receiving end of externally-driven narrow-test data rather than at the core of continuous assessment and evaluation, then we will continue to see ‘much ado about nothing’ and little change (Burrow 1999).
Walker from the Early Life Foundations (2013) talks about assessment and standardized testing implemented by some early years learning centers. Walker (2013) explains her views on Naplan, the importance to personalise learning and include parents in the assessment process. Walker (2013) also explores the way that Naplan promotes children to all be the same and encourages educations to about a personalized learning and testing approach. After watching this video it has triggered my thoughts and views on assessment in education. I like Walker am opposed to a standardised testing approach that assesses children on a set criteria as opposed to assessments that vary and suit the child's learning styles.
When considering the challenges of assessment it is important to explore the multiple perspectives of the issues and how these different perspectives affect classroom practices. It is clear that children view assessment and testing as a daunting, boring or a waste of time and a undervalued process. Whilst their parents view testing as an important aspect of their child's lives and want to see their child perform well on tests. Parents often blame teachers when their child are under performing on tests. Principals and other professionals value assessment highly in their school settings. Principals place great pressure on teachers to perform in testing especially Naplan to ensure their school has high standards.
Overcoming this challenge
Documentation plays an enormous role and is the key for teachers and accountability. The assessment completed by teachers must map student progress in ways that demonstrate both strengths and weaknesses and the progression of the child. Bauer (2013) exaplins how The National Education Agreement requires all schools at the Prep Year to report twice a year through interviews with parents and carers about the child's progress and achievements. The national standards, reported according to the EYCG's phases of learning : applying, making connections, exploring, or becoming aware, specific language standards and the relation of the child's performance with others are discussed during these interviews. This assessment process maximizes equity and allow teachers to respond to the diverse needs of children in their first years of schooling according to the parents concerns.
Four main techniques for collecting information about children’s learning include observation, focused analysis, consultation and peer and self assessment. These forms of assessment can be developed through anecdotal notes, checklists, videotapes, photographs, annotated samples of children’s work and portfolios (Bauer 2013). By providing accurate documentation ensures parents, principals and the wider state are able to see the progression of children's learning.
To overcome the challenge of the child's view of assessment as under valued educators need to provide students with assessment pieces that foster their interests and provide them with meaningful play experiences. Students need to be able to see the purpose of the assessment in order for them to perform at their full potential. Educators also need to provide students with a variation of assessment pieces that incorporate all the different learning styles: auditory, visual and kinasthetic learners. This will give students numerous opportunities and the best chance to perform. These documented play experiences need to be available and shown to parents and other professionals to ensure accountability is meant.
Transformed thinking
After engaging in several readings about assessment accountability in the early years setting I have learnt that assessment plays a significant part in relation to many different people. Before I had not considered the implications of assessment for teachers, students, parents, professionals, other teachers, principals and the wider state and nation. Assessment in the classroom can have a profound impact on the schools reputation and status. I have also learnt the different ways to document assessment and have viewed numerous different templates that can I can use for future practices.