Edglossary refers to assessment as being a "wide variety of methods that educators use, evaluate, measure, and document the ... learning process and skill acquisition of students." TKI states that assessment, teaching and learning are interlinked. By evaluating and documenting learning, it can inform teachers and students of where to next. A key aspect is to use a wide variety of methods and draw the information from a range of sources. In my experience testing students can have 'a bad day' or get nervous and it does not show a true reflection of what they can do.
However with the introduction of National Standards becomes the fear of standardised testing. Edutopia refers to "students needing to think critically, analyze and to make inferences" and that changes assessment ensuring that teachers take a more active role in judging whether students use these skills. From my experience of teaching in the UK and research (point 9 and 10) seeing children aged 7 performing SATs have placed pressures on teachers and weeks of learning time dedicated to preparing for tests. This is not a good example of assessment for learning. Completing PATs in NZ I have done one test at the start of the year which provides a way to evaluate the learning process for students as stated in Edglossary. It is useful as it informs my teaching and students learning.
Unfortunately I have no ability to change the role of assessment in NZ schools and whether or not the introduction of National Standards will lead to standarised testing. What I can do is ensure that I use assessment effectively in my current practice by using a wide variety of methods. It can be very easy to rely on the gloss test or running records but there are many more ways to assess.
Conferencing and discussions are great examples I use that lend to children being able to think critically. I can continue to use assessment to lead my teaching, but I need to improve on getting students more involved in this process through peer assessment.
Trend Two - Personalised Learning
E-learning TKI discusses how, as educators, we need to be future focussed. One element is personalised learning. This is described as students understanding how they learn and driving it themselves. "Student learning needs, interests, and capability determine the pace of learning." If students own and determine their learning, it will have more of an impact. Wilson's Sabbatical Report describes how personalised learning is not just a NZ trend but also a world-wide trend. The report quotes The Ministry of Education stating that students are more engaged in a two-way learning process. Futurelab have created a learning contract which states what learners can expect from a personalised learning environment. To develop this effectively into my practice, I would first need to ensure my students have the skills. I, along with other teachers in my school, have started allowing for student choice with their learning. However to critically engage with the process, it is not yet as something that can be developed in a year but rather something I will continue to build on next year. Wilson's report stated that they had some challenges aligning personalised learning with their school vision. In order for me to maximise the benefit of personalised learning, I need to ensure it aligns with the philosophies of my school and develop my practice at a rate that is supported by the school. This is so my class and I have access to the resources and longer-lasting practices can developed.
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