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My Assessment Identity
Individual
Equitable
Sustainable
Equality
Assessment
Provide Identity Valid &
Feedback Varied
Values Chart
Non-Negotiables
Fair/
Transparent
Impartial
Authentic
Ethical
Aligned
I feel it will be my role to embed practices and habits conducive to life-long learning.
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
What goals am I trying to achieve in my approach to assessment and
evaluation?
Both can be addressed using a wide variety of both face-to-face and virtual learning
experiences (Macquarie University, 2015). It is essential that all forms of assessment
and evaluation are seen as ways of helping the individual develop, thrive and
promote life-long learning.
Some of my Goals:
Achieving the broadest range of insight in to what the individual knows and
can do – hence the importance of using a range of strategies to cater to
specific needs. What also needs to be done is to look at the big picture and
recognise how the curriculum could have perhaps better catered for any
shortfalls.
Making sure all content assessment match the section of the achievement
standard we are working towards
That factual, conceptual and procedural knowledge are assessed.
Encourage students to be self-motivated, self-managed and to self- assess
and self-reflect. A quote from the book “The Learning Revolution” sums it up
quite succinctly - “In a world where self-management will be required of all
continuing self-assessment is needed…” (Dryden & Vos, 1997, p. 455). The
aim is to empower students by allowing them to know that they can make
changes in their lives that will lead them to succeed in whatever they may
choose to do. This may be in school as simple as having better listening skills
to, as an adult - changing professions.
Using technology: Highly advanced technology is available to help justify
assessments and enhance teaching and learning. Technological programs
can be used to record assessment data or create such as Gradebooks or
performance assessment through students developing WebQuests.
Using Apps may be a consideration for possible feedback such as; Storypark.
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
What are the ethical decisions and implications of my decisions in relation to
assessment?
It is a basic human right outlined in the Human Rights Act 2004 that every child is
entitled to have an “…education appropriate to his or her needs” (ACT Human Rights
Commission, n.d.). Therefore paramount to my planning, instruction and assessment
is consideration for the needs of the individual child. This is the essence of my
teaching, learning and assessment philosophy – focusing on the individual. For
example, if there is a child whose first language is not English then expecting them to
participate in predominantly English based assessment, irrespective of the learning
area, is unfair and inequitable – I would have to provide an alternative assessment
which still addresses the focused outcome or objective. I am accountable to all
stakeholders and must be able to validate my decisions with clear and accurate data.
There are many varied implications which may affect a child’s ability to perform or
participate in assessments and it will be my responsibility to adequately respond to
their individual needs and show empathy, respect and a lack of bias and provide
appropriate reformed assessments when and where necessary.
The Government of Western Australia: “Code of Ethics” as per the Public Sector
Commission (2012) outlines three major standards of conduct and integrity which
must be complied with; Personal Integrity; Relationships with others and;
Accountability (My analysis).
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
CODE OF CONDUCT
Adapted from Department of Education (2013). Code of Conduct. Government of Western Australia.
http://www.det.wa.edu.au/policies/detcms/policy-planning-and-accountability/policies-
framework/guidelines/code-of-conduct1.en?cat-id=3457094
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
References
ACT Human Rights Commission. (n.d.). Human Rights & Discrimination: Factsheet
Brigitte Carter SN Assignment One: Report/Case Study
EDPR 3005 Lecturer:
http://hrc.act.gov.au/wp-content/uploads/2015/03/Section-27A-Right-to-
Education1.pdf
Dryden, G. & Vos, J. (1997). The Learning Revolution. Auckland, New Zealand: The
Learning Web.
Primary Grades. J Educ Psychol. Vol. 99 (1) pp. 39-51. Accessed from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2140005/
Partnerships for 21st Century Learning. (n.d.). Framework for 21st Century Learning.
Accessed from http://www.p21.org/our-work/p21-framework
Sultan, A.S. & Khan, M. (2017). Feedback in a clinical setting: A way forward to
enhance student's learning through constructive feedback. J Pak Med Assoc. Vol.
Readman, K. & Allen, B. (2016). Practical Planning & Assessment. Sydney, NSW:
Woolfolk, A. (2004). Educational Psychology. 9th ed. Boston, MA: Pearson Education
Inc.