Assessment 3 Assessment for Primary

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The University of Queensland *

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Course

2012

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Sociology

Date

Jan 9, 2024

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pptx

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EDU40010: Assessment for Primary Assessment Three: Portfolio eLA: Paramita Roy Due Date: 11:59 pm Friday 7 October 2016

LO1: Identify and analyse the broader contexts in which assessment practices reside. Broader Context Economic Context Equity and Social Context Accountability Outcomes of Schooling Completed this at home – insert now! The digital revolution has brought about a 'knowledge economy', requiring educational facilities to asses and report on the development of skills and knowledge necessary within the twenty-first century (Brady & Kennedy, 2015). Economic contexts influence assessment and reporting as assessment practices are evolved to cater for and monitor the contributions students have to the national growth and development of our digital era (Brady & Kennedy, 2015). The Melbourne Declaration on Educational Goals for Young Australians promotes equity and excellence within Australian Schools (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008). This Declaration identifies the need for all schooling to provide a socially cohesive society, that is inclusive and respects cultural, social and religious diversity (Brady & Kennedy, 2015). This influences assessment and reporting as it ensures fair and equitable assessment procedures, to provide equal opportunities for all students to demonstrate their understanding and knowledge. Additionally, this context ensures that socioeconomic disadvantage ceases to determine educational outcomes and reduces the effect of other sources of disadvantage (i.e. Disability, homelessness, refugee status, remoteness, language barriers) (Brady & Kennedy, 2015; Disability Standards 2005 ). The Australian Government identifies Assessments as the chief in the process of accountability (Brady & Kennedy, 2015). For example, NAPLAN offers an approach to measure the ‘health’ of the school system.

Achieved: LO1: Identify and analyse the broader contexts in which assessment practices reside Justification I was exposed to the broader contexts of LO1 during the first two weeks of this unit. Through engaging with Chapter One of the eText, I was able to collate an understanding of the influences broader contexts have on Assessment and Reporting practices (Brady & Kennedy, 2015). More specifically, during the first week, we were required to respond to a Discussion Board post, ‘Establishing what you know’. My initial post demonstrates a basic understanding of what assessment is and how it is used. However, since reading this text, I have developed an awareness of the importance of a number of contexts including; Economic, Equity and Social, Accountability and Outcomes of Schooling; and how they influence assessment practices (Brady & Kennedy, 2015). Additionally, the second week’s activity encouraged us to identify and analyse two specific contexts, and how they shape our thinking of assessment and assessment practice. My response demonstrates an understanding of the importance of considering equity and social context in relation to assessment and reporting. More specifically, I identified that different assessments can and should be used depending on the individual student, discipline and circumstance. The evidence provided demonstrates this knowledge, while offering insight into my own broadened understanding of broader contexts, while highlighting Government underpinnings (i.e. Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

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