Teaching and education are becoming increasingly important in student’s lives as they learn and strive to become influencing and active members of an ever changing and diverse society. Therefore, a strong importance is placed on the assessment and reporting of student achievement. There are many purposes of assessments, but they are generally designed to motivate, provide feedback, create learning opportunities, and offer a means of grading achievement. This essay is designed to explain the key principles of assessment and offer examples from the Queensland education system. A focus is placed on the types of assessment and their relevance in the classroom. The primary approaches of assessment explored are formative and summative assessment pieces. These assessment types are furthermore explored in the Key Learning Area (KLA) of science, and more specifically Year 7. Documents from the Queensland Studies Authority (QSA) and the Australian Curriculum: Science were also explored to relate credibility and relevance of the assessment types in today’s schools. This essay also provides the considerations undertaken to effectively design and implement suitable assessment pieces that cater for each individual student in a standards-based education system.
To firstly understand the fundamentals of assessment, the underlying intentions for assessment must be addressed. There are a variety of aims for assessment, but through a categorized understanding, it is possible to place them into three forms of assessment. These forms are; assessment of learning, assessment for learning, and assessment as learning (Earl, 2003).
Assessment of learning represents a type of assessment that reports on the student’s progress as a measure of competence or achievement (Chappuis, 2009). It furthermore judges the student’s level in comparison with others in the class and year level. This is generally labeled as summative assessment.
Assessment for learning is a type of assessment...