The Western Australia Curriculum - Assignment Example

Education Blogs Task 1 The Western Australia Curriculum Assessment and Reporting Policy stipulates that, educators should provide a balanced curriculum that capitalises the opportunity for all students to realise outcomes outlined in the curriculum framework. The policy also provides that educators should regularly monitor, assess and report on the achievement of each student. Teachers are expected to use their professional judgment in the course of monitoring the progress of students and determining their grades for reporting. The assessment approaches that they use should be consistent with the assessment policies of their school. Furthermore teachers are encouraged to use a wide range of resources and tools to support their assessment on student’s progress. Some of the tools or resources that they can use include; sample of assessment items, journals, scrapbooks , rubrics , reflection sheets and annotated work samples among many others. The policy also dictates that teachers can record assessment information using tools such as anecdotal records, observation notes, documented plans, visual recordings, audio recordings, marking keys and checklist. On the other hand, when it comes to dealing with students with identified learning needs or disabilities, this policy dictates that teachers should use individual education plans and monitoring tools so as to meet and assess the specific needs of these students (Department of Education, 2012). Similarly, the EYLF provides assessment frameworks that can be used to gather and analyse information on what children know understand and can do. The EYLF acknowledges that children demonstrate their learning differently thus there is need to employ assessment approaches that are linguistically and culturally relevant. Educators also need to employ assessment approaches that are responsive to the intellectual and physical capabilities of children. According to the EYLF, there are five learning outcomes that educators can use to assess the learning outcomes of early years learners. These outcomes include; children having a strong sense of identity and wellbeing, children connecting and contributing to their world, communicating effectively and becoming involved and confident learners. Assessment and reporting are reliable accountability mechanisms since they determine the extent in which children are progressing towards achieving their learning outcomes and assess the effectiveness of learning approaches, environments, experiences and opportunities (DEEWR, 2009). References Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR Department of Education (2012). Policies: Curriculum, Assessment and Reporting. Retrieved on July 28, 2012 from Task 2 System wide and national testing play an important role in providing reliable information to policy makers, educators and parents for decision making in relation to educational issues. These tests can be reliable in evaluating students’ competencies in different aspects of numeracy and literacy. These tests serve the purpose of assessing students and guiding educators on what approaches to use in order to meet the specific learning needs of each student. Furthermore, they are important tools for evaluating the quality of education rather than quantity. When implemented appropriately they can help to monitor the effectiveness of existing learning and teaching strategies, identify areas in student’s learning that require improvement and help educators to implement effective learning strategies (AusAID, 2010). According to Smith (2002), system wide and national testing can contribute to student’s learning motivation and improved performance. This is mainly because they instill competiveness. When students know that they are going to be tested using the same criteria as their peers they are bound to become diligent in their students so as to outdo their peers. Moreover, these tests motivate students to study since they demand high student proficiency and provide evidence to educators and parents about the strengths and weaknesses of students’ in different learning areas (Smith, 2002). Conversely, some of the disadvantages associated with the use of system wide and national testing is that they narrow down education to a “teaching to test” process rather than promoting a continuous and valuable learning process that will help students apply the knowledge gained in real-life situations. These tests also fail to measure important aspects of learning such as creativity, critical thinking, team work and problem solving skills. In addition to this, system wide and national testing reduce the value and significance of skills, understanding and knowledge (Cairney, 2010). These tests also fail to consider students with gifted and talented abilities, special learning needs and disabilities. Given that students all students in a particular grade sit for the same test regardless of their capabilities or learning needs this approach may not be effective for assessing students with diverse learning needs (Smith, 2002). References AusAID. (2010). Current Issues in Education. Retrieved on July 28, 2012 from Cairney, T. (2010). The Worrying Preoccupation with Weighing the Sheep. Retrieved on July 28, 2012 from Smith, R. (2002). Creating the Effective Primary School. New York: Routledge. Task 3 Assessments can be carried out in different ways. Difference forms of assessments serve different purposes. Generally, the key goal of assessments is to provide accurate information regarding performance levels and convey the effectiveness of different teaching or learning approaches. Assessments also provide information to policy makers, educators and parents on the effectiveness of different aspects of education programs. For instance, system wide and national testing helps educators, policy makers and the government in general to make decisions in relation to funding. These assessment approaches provide information that helps the government to prioritise on funding educational programs that are in most need. Moreover, assessments are often conducted to determine the learning progress of students and their level of achievement against the set curriculum standards, goals and objectives (Laitusis & Cook, 2007). In this case, some of the assessment strategies that can be used include peer and self-reflection assessments. In addition to this, large scale assessments are very important in early childhood learning assessment. The main aim of large scale assessments in early childhood education is to prepare children for learning advanced education levels. In early childhood education systems, large scale assessments are important as they establish the background through which testing, identification and management of mild handicaps is effectively conducted. Through large scale assessment, child development is assessed as they undergo the early childhood learning programs. Using this form of assessment, factors that could impact on the learning and development of children can be determined (Owen & Pumfrey, 1995). The ACSA principles of assessment are relevant to the different forms of assessment in more ways than one. Through these principles, the process of assessment and other important educational processes are made more efficient. These principles act as key guidelines for implementing valid, fair and effective assessment practices (Tindal & Haladyna, 2002). Classroom assessment and reporting are not only important inside schools, but also in the community since they enforce transparency and accountability (Smith, 2002). References Laitusis, C. C., & Cook, L. L. (2007). Large-scale assessment and accommodations: what works? Arlington, Virginia : Council for Exceptional Children. Owen, P., & Pumfrey, P. (1995). Children learning to read: international concerns. London: Falmer Press. Smith, R. (2002). Creating the Effective Primary School. New York: Routledge Tindal, T. M., & Haladyna, G. (2002). Large-scale assessment programs for all students:validity, technical adequacy, and implementation. Mahwah, New Jersey: L. Erlbaum. Task 4 Assessments in any educational context should be valid, reliable and fair. The effectiveness of assessments in this context is often measured with regards to how well the assessment processes adhere to validity, reliability, fairness and flexibility standards. A reliable assessment is one that will ensure consistency even in cases of re-tests. The element of reliability is important as it ensures an assessment produces consistent results with similar cohort of learners and exhibits consistency with regards to the criteria and methods employed in the assessment. The element of fairness in an assessment is also very important since it provides the each student involved with an equal chance despite of their capabilities or weaknesses. This in turn promotes equity when it comes to learning (Stronge & Grant, 2009).Validity in an assessment is important in a number of ways. The main importance of validity in an educational assessment is to ensure that the entire assessment is focused on what it was meant to measure. A valid assessment will ensure it conducts memory assessment where relevant and problem-solving where relevant. A valid assessment will also ensure the quality of writing is reserved for the relevant fields as well as ensuring inferences from arbitrary samples are not relied on (Popham, 2003). References Popham, W. J. (2003). Test better, teach better, the instructional role of assessment. Alexandria, VA: Association for Supervision & Curriculum Development. Stronge, J. H., & Grant, L. W. (2009). Student achievement goal setting: using data to improve teaching and learning. Larchmont, New York: Eye On Education. Task 5 There are a variety of assessment strategies that can be use to collect, analyse, organise and interpret information relating to student performance. Nevertheless, the type of assessment strategy to be used should be determined by the prerequisites of the curriculum, the theory of teaching or the kind of learning in progress. Implementing effective assessment demands careful thought and strategic planning. For instance, the nature of assessment must be linked to the learning objectives established in the curriculum. In order to effectively assess students, it is essential to establish what students need to accomplish, the contents that should be conveyed and the skills that should be natured. These aspects can be established by referring to learning outcomes established in the curriculum. Thus, the nature of assessment must be considered in relation to the curriculum. Moreover, the nature of assessment must be considered in relation to the theory of teaching and learning in operation. The assessment strategies to be used must be compatible with teaching and learning approaches. For instance, during play based learning activities children can be assessed through observation rather written tests (MSCHE, 2007; Ellis 2001). In traditional classrooms that predominantly involve teacher transmission of knowledge, assessment strategies such as peer assessment and self assessment can prove to be challenging. This is mainly because these assessment strategies are suitable for a student centered approach to learning. Traditional classrooms that predominantly involve teacher transmission of knowledge are instruction-centered thus the use of assessment approaches such as peer assessment and self assessment may prove to be ineffective since much of the focus in such classroom is directed towards the teacher rather than the students (Ellis 2001). References Ellis, A. (2001). Teaching , Learning and Assessment Together: The Reflective Classroom. New York: Eye on Education. Middle States Commission on Higher Education (MSCHE) (2007). Student Learning Assessment. Retrieved on July 29, 2011 from Task 6 Record keeping plays an integral role in assessment and reporting processes. Developing and maintaining high quality standards when it comes to record keeping is crucial for both students and educators. In the course of a student’s learning, a number of decisions in relation to their learning are often made. High quality record keeping practices ensure that there is evidence that supports the various decisions made in the course of learning. In the event need arises, the relevant parties can access the records and assess the manner in which the records were employed in the course of decision making. High quality record keeping also provides information on assessments. By keeping records, it becomes easy to analyse the effectiveness and trends of various educational assessments (Broadfoot, 2012; Deiner, 2010). Moreover, keeping records provides a base for monitoring the learning progress of students and the effectiveness of different educational programs. Using records, it becomes easy to assess the nature and level of adherence exhibited by a learner with regards to educational assessments (Broadfoot, 2012). High quality record keeping also plays an integral role in reporting processes. Stakeholders in education systems have to be kept informed about various events taking place within educational systems. Stakeholders usually play an important role in promoting reforms and continuity of different educational programs. It is the responsibility of educators to ensure that proper records are kept accordingly. Record keeping practices ensure that educators are able to present accurate and reliable educational reports in a timely manner (Deiner,2010). References Broadfoot, P. (2012). Changing educational assessment: international perspectives and trends. London: Routledge. Deiner, P. L. (2010). Inclusive early childhood education, development, resources, and practice. (5th ed.). Belmont, California: Cengage Learning/Wadsworth. Task 7 A critical look at the achievement levels and information available on monitoring and reporting in our schools shows that the overall performance of students in our school is above average and meets the set curriculum standards and outcomes. Nevertheless, when looking at the performance of some students, it is evident that they have learning difficulties that require additional attention and support. As compared to other students, these students learn at a slow pace and require additional support in order to learn effectively. Unlike other students, the slow learners exhibit no significant improvements in their overall performance. Thus it is possible that the current learning approaches, teaching strategies, assessment, monitoring and reporting strategies used have not been effective when it comes to meeting the specific learning needs of these students. A considerable number of students in the class are above the standard or average of performance. Most of these students posses in-depth understanding of basic literacy, numeracy and linguistic elements. For instance, in relation to numeracy, most of these students posses a basic understanding on the number system. This enables them to perform simple and complex mathematical operations involving addition and subtraction. In addition to this, the achievement levels and information available on monitoring and reporting, shows that a considerable number of students posses basic problem solving skills that enables them to create meaning from learning activities and their day to day experiences. However, the slow learners face difficulties when it comes to understanding basic literacy, numeracy, linguistic elements and creating meaning from their learning experiences. It is thus essential that that teachers should use individual education plans and monitoring tools so as to meet and assess the specific needs of these students (Department of Education, 2012). References Department of Education (2012). Policies: Curriculum, Assessment and Reporting. Retrieved on July 28, 2012 from Task 8 Student self assessment is one of the important elements of educational assessment. This type of assessment is applicable in various educational fields and disciplines. This type of assessment is made up of three important elements namely; self assessment, self-evaluation, and self monitoring. These elements play an important role when it comes to realising success in any educational assessment. Although, student self assessment is often overlooked it is an important aspect of assessment. As a student gets older, self assessment should change so as to accommodate the changes that come as a result of advanced learning content and educational settings. Furthermore, the more students advance in their learning, the more the nature of their self-assesment should change so as to accommodate the changes that come as a result of advanced learning contents and educational settings. Therefore, as a student grows older, the assessment assigned to the various reflective activities should change so as to ensure the reflective activities are efficiently assessed (Callahan, 2006) In education, students become better as they increase their participation in the various reflective activities. Reflective activities can be categorized into two major classes. These are goal-setting activities and post-performance activities. These two activities play an important role in student self assessment. As a student advances in education, the nature of the various goal-setting activities and post-performance activities change. In some cases, this might require that a student change the quantity of their self assessment. In all cases, the change that is brought about by this advancement will require that a student changes the nature of their self assessment practices. The change in the nature of student self assessment is partly dependent on the abilities presented to the student by the assessment. There are a number of abilities presented to students through self assessment. These include management and organization of the various learning processes. Understanding the learning intentions and success criteria are also some of the abilities presented by student self assessment. The criteria in student self assessment is also important in the analysis of what a student has learnt and what they are needed to cover. Through student self assessments, one is able to reflect on the various learning processes so as to ascertain the ways through which they can learn best (Glasson, 2009). References Callahan, C. M. (2006). Assessment in the classroom: the key to good instruction. Waco, Texas: Prufrock Press. Glasson, T. (2009). Improving student achievement: a practical guide to assessment for learning. Carlton South, Victoria: Curriculum Corp. Task 10 When designing children play spaces that can help to realise positive learning outcomes, some of factors that should be considered include; Location; children’s play spaces should be based in a secure and safe environment that will enable them to engage in a wide range of play activities without succumbing to any safety hazards Space is a very crucial factor what should be taken into account when designing play spaces. Children play areas should have adequate spaces that will enable them to move freely, interact with others and experiment. Play equipments should provide children with stimulation to creatively and flexible engage in a wide range of play activities. Play spaces should also be able to accommodate children with disabilities. Conducive play spaces should provide enjoyable play experiences to children with different forms of disabilities (Shackell, Butler, Doyle & Ball, 2009). Due to the ongoing globalisation trends, the population in Australia and other countries is continuously becoming diverse. It is thus essential for children in Australia to learn how to speak an additional language so that they can be able to interact with people from different cultures and linguistic communities (Kumaravadivelu, 2007). Teaching reading particularly in remote communities is generally challenging due to mother- tongue influences. Most children living in remote areas mainly communicate using their mother- tongue and as a result they have become accustomed to this language. Given that English is often used as the main language of instruction in schools when teaching reading, it becomes difficult for these individuals to break from mother-tongue and embrace English as a language of communication. Consequently, these children become de-motivated about reading and learning in general due to these difficulties and as a result they leave school as illiterates (Calma et al, 2008). References Calma, T. et al, 2008, Achieving improved primary and secondary education outcomes for indigenous students.Sydney: AMP foundation, Kumaravadivelu, B. (2007). Cultural Globalisation and Language Education. New Haven, Connecticut: Yale University Press. Shackell, A., Butler, N., Doyle, P. & Ball, D. (2009).Design for Play:A guide to creating successful play spaces. Department of Culture Media and Sports, UK. Read More