Reflections on school assessment policy and practice

Welcome Sunshine program participants, we welcome your comments and feedback regarding the relationship between the TEAL assessment for learning (AfL) principles and school assessment policies. Schools choose to organise their policies and/or guidelines in a range of ways, some may choose to have a separate assessment policy, or include assessment as a subsection within a broader curriculum policy. Whichever framework a school decides upon it is important that EAL is reflected in their policy and/or guidelines, whether as a subsection of a broader mainstream policy or as a separate document. Most importantly the EAL assessment policy needs to be underpinned by key AfL principles as outlined in the TEAL website. What has been your experience in schools with respect to assessment policies for EAL students?

• This reply was modified 6 years, 7 months ago by Susanne. Reason: Internet privacy (surname removed)

Our school’s assessment policy is focused around ‘future learning’, for example, identifying what the student can do and areas they may need assistance with, and using assessment to determine future direction for classes. I think this fits in with AfL, in that it assumes every student can improve, and it’s all about moving forward with the learning. There is also a focus on using a variety of assessment. To improve this policy in line with AfL principals, the policy could comment on the frequency of assessment data, mention peer and self-assessment explicitly as forms of assessment, and ensure that students know what they are expected to do (e.g. by using rubrics).

The policy explicitly states that EAL students will be assessed against the EAL companion. I think the idea of future learning supports EAL students, however EAL students (and others) would benefit from frequent assessment, peer and self-assessment, and ensuring assessment is very clear about what you need to do to be successful.

At [our] College we have a consistent approach in our planning and delivery structure such as: all lesson must have a warm up/tune in, explicit learning intention, success criteria (which is modified through differentiation as required), purposeful learning activity (differentiated), reflection and assessment approach. This needs to be stated on planners and well used as delivery.
Assessment, feedback and reflection can take many forms depending on the lesson. Some is immediate, peer/self/teacher, others are more structured such as standardized.
Open-ended is also used to see a students chosen approach/preferred mode of learning/knowledge and communication.
It is our intention assessment, reflection and feedback are used to inform future planning of learning needs.
It is an ongoing process that we are always refining. To provide PD for staff to assist the delivery to all students including EAL, intervention, extension and students with disabilities – how to modify/differentiate to cater for all students without creating multiple or separate planners. To give every student the opportunity to show what they know, have learnt or need to learn in using their strength and then use their strength to develop more challenging modes.

• This reply was modified 6 years, 7 months ago by Susanne. Reason: Internet privacy (surname removed)
• This reply was modified 6 years, 7 months ago by Susanne. Reason: Internet privacy- name of school removed