Assessment is an essential tool to use when determining the progression of a student and a class as a whole, as well as determining future lessons and learning opportunities. It is also a way to be critically reflective of one’s own teaching. I conduct assessment of, for and as learning. Assessment of learning is most often summative and occurs at the end of a planned lesson or unit. In conducting such assessment, I recognise and reflect upon the students’ content understanding and my teaching effectiveness. Assessment for learning is most often formative and occurs during the teaching and learning process. Through this form of assessment, I am able to accurately identify the needs of the student, creating differentiated teaching strategies and learning opportunities to help individuals move forward, adapt future lessons and provide immediate constructive feedback and direction. Through assessment as learning, students encouraged to be critically self-reflective to develop an understanding of themselves as learners.

The school that I currently work at, Our Lady of the Cape in Dunsborough, has a formal assessment schedule for each year level, for each term (pictured below left).  I have had experience administering NAPLAN, Running Records (RR),Informal Prose Inventory (IPI) Reading Assessment, Diana Rigg and Soundwaves Spelling Placement Tests, Bright Paths, PAT Reading/Maths/Spelling /Vocabulary Test and the Student Well Being Survey
When assessment results are obtained, I thoroughly analyse it, identifying any misconceptions that the student may have, identifying the future needs of the students and making a judgment as to their progression in relation to the Australian Curriculum (example pictured below right)

Through assessment, I am constantly critically self-reflective in order to improve my future teaching and provide the most quality learning experience for the students I possibly can.