Contemporary assessment and reporting issues
Assessment reform
In modern times there is a focus on the quality and equity of schools by the Australian government. There is also a global comparison in education with results in key performance achievements of Literacy and Numeracy often compared. This places a challenge on Australian educators to ensure that students are meeting standards based on National bench marks such as the NAPLAN test. Teachers are required to evaluate and assess student knowledge with the premise to improve learner outcomes. This requires evaluation of students understanding and processes across the curriculum while providing students with timely and constructive feedback. It also means that teachers evaluate their practice as a result of student assessment.
(Masters, 2013)
Changing understandings of learning
Transforming understanding of neuroscience and the science of learning challenges traditional views held on learning and assessment. Research has shown that students of the same age can be at varying levels or understanding, though every student is capable of learning if motivated and provided with appropriate learning opportunities. If we know that students learn differently then it is becoming progressively apparent that it is important to assess students differently. This is a timely and difficult process, requiring teachers to know and understand their students.
(Masters, 2013)
An emphasis on broader life skills and attributes
Curriculum focusses has made a significant shift from what is traditionally referred to as 'the three Rs' (reading, writing and arithmetic) and now encompasses wide topic content as well as social and emotional capabilities. Assessment has a pivotal role in focussing schools and school systems to encompass a wide variety of life skills and attributes beyond traditional subjects. This highlights the complex role of the 21st Century teacher.
(Masters, 2013)
Diversification
Educators are required to take into consideration a variety of learner factors in creating authentic and beneficial assessment. This includes accommodating physical or mental disabilities, cultural diversity, sociocultural factors and student strengths and needs.
Authenticity in assessment
Assessment needs to authentically resemble the intended students learning. Assessment built around real-world tasks that demonstrate the application of knowledge and skills are meaningful and authentic. Creating authentic assessment has been found to be vital for student learning, however, many teachers struggle to create these experiences due to traditional outlooks of education. Incorporation of assessment aside from summative tests and assignments are necessary to guide students towards learning and desired outcomes. This includes using a variety of assessment techniques including:
Diagnostic assessment
Pre-testing
Assessment of prior knowledge
Formative assessment
Observations
Anecdotal notes
Course work
Oral assessment
(Groundwater-Smith et.al, 2011)