Reforming learning and assessment

How can teachers remove the stress from reporting, reduce the complexity and burden of assessment and improve feedback to students?

The quaint and old-fashioned model of education where the job of teachers is to teach and job of students is to learn is not completely dead. Within individual faculties within individual schools, assessments are often bolted on afterthoughts, and so all too often ill-conceived. Often there are too many, or none at all. They often bare limited relationship to the teaching/learning programs and syllabus. Worse still, they provide inadequate feedback to students and the system. Frequently they are difficult to manage. No wonder, many teachers are overwhelmed by what they see as a compliance driven assessment burden.

A more enlightened model of education recognizes the relationship between student and teacher as paramount. Education is conceived as a constant dialogue between teachers and learners. Assessment, in all its forms, (as, of and for learning) is the driver that supports students’ learning progression.

Geoff Masters speaks of a need to reform educational assessment within schools. An alignment of learning, assessment and reporting through a common framework will go a long way to integrating assessment into the learning process and provide the means for meaningful feedback that will progress learning.

Fortunately, ALL secondary schools have access to such a framework: the Course Performance Descriptors (CPDs). These are the same CPDs that NESA expects teachers to use to make the final judgement of the most appropriate grade for student ROSA.

The TTA workshop, Learning, Assessment & Reporting System, will improve the efficacy of your teaching practice by aligning learning, assessment and reporting through the Course Performance Descriptors. This course contains a number of workshops that focus on the:

  • differentiation of student learning outcomes

  • development of a non-examination style assessment task with rubric

  • programming of a developmentally informed teaching & learning unit of work.

Participant products are created collaboratively and shared via an online moodle forum.

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