What is assessment?
Assessment is the process of
identifying, gathering and interpreting information about student's
and Assessment questions.
- What do you the students to learn?
- Why does that learning matter?
- What are you going to get the students to do or produce?
- How well do you expect them to do it?
assessment (assessment for learning). Evidence of student
achievement exist in all the work of students, and teachers can gather
events (assessment of learning). Evidence of student achievement
from planned assessment events involving a task and performance
Schools plan assessment tasks so that:
- students can demonstrate achievement for the relevant stage of
- valid and reliable assessment strategies are used. 2.
Good assessment practice
- Is embedded in teaching and learning practice.
- Provides opportunities for students to demonstrate what
know and can do.
- Is inclusive of all learners.
- Is fair and valid.
- Uses assessment processes that are time efficient and
Assessing student work.
of student participation and engagement with learning.
of the 'work' of students.
both formal and informal, of the student's understandings.
of assessment events.
Assessment is based on teacher expectations developed collaboratively
from shared teacher judgments about:
students are to learn (an understanding of the syllabus standard for
well they learn it (generally understanding the performance standards
represented by published Board of
Studies work samples).
The reliability of teacher judgements is enhanced when teachers
collaboratively develop a shared understanding of what constitutes
student achievement in each of the stages.
Planned assessment in primary
and learning programs with planned assessment opportunities based on
the outcomes, skills and content of the syllabuses.
assessment tasks as 'snapshots' of student learning at that point in
criteria for tasks.
For a planned assessment task the teacher develops criteria.
1. Principles for
Assessment and Reporting in NSW Government Schools; NSW Department of
School Education, 1996, Page1.
- Students should know the criteria.
- Teachers should apply the criteria consistently.
- Teachers should provide feedback to students against the
2. Getting the Balance Right; DET,