My view of professional teacher assessment identity has changed as a result of the various

ideas presented, and performance tasks undertaken. This has resulted in improved
knowledge and understanding, and increased growth in thinking regarding planning and
assessing student learning. The changes and growth relate to assessment types, purposes,
feedback, planning, recording and reporting. The change in thinking has clarified what you
are doing and why you are doing it, what knowledge students already have, and how to
close learning gaps. Understanding how diagnostic tests uncover important information
concerning learning gaps has created a realisation of using this information to guide future
planning and assessing. Furthermore, the purpose of implementing various everyday types
of assessments, such as taking dated conversations notes, anecdotal records, diagnostic
tests, formative assessment and summative assessment, to produce the gathered evidence
required to gauge the status of each students learning has been dramatically increased.

The purpose of assessment is not just to give students a ranking at the end of each term.
Assessment provides the framework to evaluate learning progression. It provides feedback
to teachers regarding differences in students prior knowledge and experiences. Assessment
is evidence used to cater for differentiation in instruction to ensure the learning goals and
needs for individual students are considered. It also generates feed-back information to
students to assist them in enhancing their achievement levels. Therefore, the purpose for
assessment is not just assessment of learning, but assessment for learning because it
guises and drives the learning process.

Assessment as learning is the framework for formative assessment. Feedback during

instruction is a powerful formative assessment tool used to enhance student learning, and
scaffold students towards their learning goals. Feedback should be clear, provide a purpose,
be descriptive, be compatible with students prior knowledge, be directed at the right level
and provide logical connections. This ensures feedback assists students in understanding
where they are at, where they need to be, and what they need to do next to achieve the
learning goals.

Planning and assessing utilising the Understanding by Design model has increased the
understanding of clarifying learning goals from the start of the planning process. This is
because designing an outcome based instructional program encompasses the national
standard framework, design of curriculum, considers teaching and learning priorities, aligns
learning experiences, and caters for student interest, as well as developmental levels and
prior achievements. The Understanding by Design also keeps the focus on the essential
question/s and success criteria. It also helps students understand what they are working
towards, because the learning outcomes are transparent from the beginning.

Accountability to report student learning has resulted in increased sophistication in keeping

records, and is the reason evidence of recorded learning must be constructively aligned to
curriculum, content and learning outcomes. Keeping dated records of student achievement
provides teachers with reflective products, such as maths journals or portfolio work, which
can then be evaluated to guide future teaching and learning. Keeping a record of student
learning is imperative for students individual learning progression, and provides gathered
evidence to parents/carers on their childs learning.

Reporting to parents/carers helps enhance student learning because parents are always
enthusiastic about viewing their childs learning progression. Therefore, gathering a
triangulating body of evidence, including dated records of conversations, dated observation
and products provides teacher with valid and reliable information to share with
parents/carers. Rather than just awarding a rating at the end of each term, teachers, parents
and students can discuss the learning progression, using various student work samples and
recorded data, and together they can celebrate achievements. Keeping various records
reflects accountability, and reinforces the essential requirement for ensuring learning goals,
content, curriculum, and students individual learning needs and goals are all constructively
aligned.