CASE STUDY: SCHOOL ASSESSMENT CULTURE

As stated previously, NAPLAN testing is conducted within schools across Victoria. This artefact is field notes of a conversation I conducted with my mentor teacher, from lower level primary and another teacher within the school who is based in upper level primary. The conversation included different views on assessment including NAPLAN and personal preferences in relation to formative assessment and summative assessment.

The conversation brings to mind the different variables of NAPLAN that the results do not take into consideration.

The Kathy Walker Learning Approach is a whole school approach within the placement school where I attended for my 10 day profession practicum. The Walker Learning approach is based on self-directed learning based play within the early years and Education Research Projects in years 3-6. The idea of this particular approach is for the students to use their personal interests to engage and personalise their learning (Kathy Walker, 2015). More information for The Walker Learner approach can be found at http://earlylife.com.au/info/section/walker-learning.

This artefact is taken from the Walker Learning approach for years 3-6 in relation to the students’ Education Research Project. The assessment incorporates teacher assessment, self -assessment and peer assessment. The students are assessed on things such as; did you achieve your goal, time management skills and preparation for the next ERP they will construct. A positive thing about The Walker Approach is that it allows students to direct their own learning and use their personal interests to engage them within their education.

 - Collected 03/02/2015 – Within Grade 3 classroom, taken from the Walker Learning Approach.

This school has a whole school approach in relation to assessment by each grade using the Fountas and Pinnell benchmark assessment system (Irene C. Fountas & Gay Su Pinnell, 2015). This system assesses word recognition along with reading comprehension. As Tim cook stated in the previous post ‘Assessment Policy: education systems’ assessment should be based on the individual learner. The Fountas and Pinnell system is based on each student being levelled according to their reading ability; they have different books and resources available for students on different levels. Students of all abilities need to be able to extend their learning; this resource offers students that chance.

The artefact is a website based on the different resources available - 

http://www.heinemann.com/fountasandpinnell/reading-assessment.aspx

The information that this system is used in relation to assessment was supplied by my mentor teacher. Information retrieved 03/02/2015 – shown resources within the classroom relating to Fountas and Pinnell.

This artefact is based on the statement of intent for weeks 1 and 2 within my classroom. It shows all key areas of learning intentions and goals for the students in each domain. In this plan using ‘Yellow Box Reading Assessment’ is placed under reading learning intentions. The yellow box reading assessment is used for grades 1 & 2. The box contains 150 illustrated cards in relation to comprehension and decoding skills, covering all text types. This can be used as a planning tool as well as an assessment tool within the classroom. As long as it used in the correct way by modelling the desired learning outcome, I think it would be highly beneficial within the classroom.

Information about the Yellow Box Reading Assessment can be found at http://www.teachersuperstore.com.au/product/comprehension/reading-box-yellow/

 - Retrieved 30^th of January 2015.