Assessment tools

Each Assessment Tool contains a number of "components" (shown below) that may be clicked and expanded upon.

Click on the Arrows at the left of the heading of each component to view singularly, or click on the "EXPAND/MINIMISE ALL COMPONENTS" button at the top of the component list, to open/close all components simultaneously.

Tool 1D: Key Challenge

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Issue/Challenge: Equity and Validity of Assessment Judgement

Summary:

Experienced teachers (as assessors in the professional experience/practicum period) identify that making judgments about and assessing the performance (according to criteria or graduate standards) of preservice teachers can be a difficult and lonely task. Teachers recognise that this is a process often done in isolation and may have expressed concern when making judgments about their own personal bias or ‘subjectivity’ impacting on their decision making.

Tool Summary:

Issue/challenge: Equity and validity of assessment judgment

Experienced teachers (as assessors in the professional experience/practicum period) identify that making judgments about and assessing performance (according to criteria or graduate standards) of preservice teachers (PSTs) can be a difficult task. Teachers recognise that this is a process often done in isolation with judgments made based on limited objective evidence of practice. Some have expressed concern that their own personal bias or ‘subjectivity’ may impact on their capacity to validly judge a PST’s professional practice.

When a PST completes their own professional experience report, either during a placement or as a summative document, this can provide assessors with additional information and a valuable ‘window’ into the PST’s perceptions and understandings of their teaching practice. Often professional experience assessment is narrowly focussed on observation of classroom teaching practice and limited in terms of the assessor’s awareness of the PST’s thinking and reflection about their experience.  Self reports offer a valuable additional evidence to inform the assessment process.

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Assessment Strategy & Process

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Self Reporting (self assessment)

Including PST self-reporting into a professional experience placement has several advantages:

  • it provides assessors with additional evidence to draw on when making assessment judgements that need to be equitable and valid. A self-report includes the PST’s own ‘voice’ into the assessment process
  • it supports the PST to explicitly engage in and record self-reflections of their experience, professional learning and goals.
  • it focuses responsibility for the PST’s professional learning back on themselves and raises their level of awareness as to their developing teaching capacity relative to a explicit framework such as the National Professional Teaching Standards.
  • a self-report can be a valuable component of a PST’s portfolio to be shared with their supervising teacher or a roundtable assessment panel.
  • summative judgement may be informed by documents assembled during the placement, the final self-report and possibly the PST’s associated oral presentation. Focus is commonly not only towards the evidence selected and presented but to pertinent reflective comments.
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Resources

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Resources: Protocols and Rubrics

  • A set of explicit guidelines for self-reporting needs to be developed collaboratively by educators both school and university-based, including the status of the PST’s self- report with respect to final formal assessment and grading
  • Clear guidelines regarding the format of the report, forms of evidence to be considered, audience for presentation, and timelines for development and presentation need to be clearly communicated to the PST and their assessor(s)
  • The same reporting format as the formal summative report completed by the assessing educator or a format explicitly developed to guide PST’s evaluative and reflective work can be used by PSTs in self reporting.
  • The report can be closely structured against the Professional Teaching Standards thus raising PST’s awareness of their capacity in terms of Standards and be completed at early or final stages of the placement, contributing in both formative and summative ways to the assessment process.,
  • Evidence Guides, particularly those that flesh out the Professional Teaching Standards at Graduate level can be a valuable document to guide the PST in compiling a report.

Activity

Visit the Project Assessment ‘sister site” – Project Evidence at http://teacherevidence.net

Click on the tab: Professional Learning

Scroll to: The Importance of on-going Professional Learning

Here you will find an activity that helps both the PST and Experienced teachers self assess where they currently are according to the national professional standards.

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Standards

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Professional Teaching Standards

All Professional Teaching Standards can be addressed when self-report and presentation is a key assessment process. However, selected Standards and focus areas may be identified as relevant to a particular PST or a specific stage. A final presentation by the preservice teacher via a portfolio when articulation of understandings and performance against Professional Teaching Standards is required, provides rich evidence to inform the assessment summative judgment.

 Standard 6, Engaging in Professional Learning is particularly apt in terms of the PST focussing on the development of their own professional learning and providing evidence of this development through a self-report.

 

 

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