Assessment And Reporting: Classroom Environment Essay

Question:

Discuss about the Assessment and Reporting for Classroom Environment.

Answer:

Introduction

Classroom assessment is one of the most crucial components in teaching practices. According to the opinion of Brunner et al. (2007), classroom management creates a set of expectations which can be useful in a classroom environment. In order to provide an ideal classroom environment and more disciplines and rules, classroom assessment acts as an integral factor. The current study covers the tree types of testing approaches and the advantages and disadvantages of NAPLAN testing approach. Adding to this, the PISA approach discusses the international standard of classroom test that enables Australia to evaluate and scrutinise the performance of the other countries.

In order to increase the student’s participation and confidence towards the learning process, classroom activities have a significant function. It has been observed that classroom activities can improve the learning experience of the students. In the opinion of Creagh (2013), the classroom activities can also enhance the socialisation skill by interacting with the different individuals. However, the classroom-based assessment is more costly to invest. The students become lazy for the annual evaluation due to the classroom based test program. As per the view of Hatzinikita et al. (2008), this process also influences the students to do cheat in the examination. The benefits of the system-wide testing in Australia help to identify the strengths and weakness of the students. The educational aspect of the system-wide testing becomes helpful to improve the learning process. NAPLAN (National Assessment Program- Literacy and Numeracy) is the Australian version of student’s classroom based testing has been introduced in 2008 for the students of 3 to 9 years. Considering the words of Thompson & Cook (2015), NAPLAN test is one of the broad aspects to determine the literacy and numeracy skill of the students. The outcome of the national test intends to provide valuable information for measuring the quality control of the students. The result of the test indicates that the students need to develop the literacy and numeracy skills more (Creagh, 2013). This test contains the content which is undertaken in regular classroom session as the process of learning and assessment. Moreover, a testing approach is beneficial for the students to keep a focus on the topic.

This is one of the most reliable processes as fair evaluation has been done through the test. According to the opinion of Hatzinikita et al. (2008), the classroom based test approach is also significant to improve the teaching practices as it works for childhood development plan. Adding to this, as NAPLAN endeavours to provide data to the government for analysing the school performance. Thus, the teaching practices within the school become more efficient (www.nap.edu.au, 2016). Furthermore, the national testing assists to increase the students’ movement towards the school. The parents and the student get immediate identification of the level of a learning process. As the international process is driving the Australian education system, thus, incorporation of PISA (Programme for International Student Assessment) testing approach is essential for standardising the test method. It has been identified that PISA result monitors the progress of educational goal of the young Australian pupil. In this current context Agarwal et al. (2014) added that this test approach aims to provide equality and high-quality schooling opportunities to the young people of Australia. Thus, the students become successful learners by acquiring adequate knowledge, skills, values and understanding for the dynamic life.

Furthermore, PISA focuses on testing the students to increase the competitive performance with the students of the other countries (www.acer.edu.au, 2016). Therefore, the significance of the test policy by National Assessment Program has been justified. Also, the trends in International Mathematics and Science Study (TIMSS) provide consistent and appropriate data on the mathematics and science, so that the students can analyse the competency level for the international standard (Thompson & Cook, 2015). TIMSS is a large-scale assessment programme for the students to inform the educational policy and practices by providing an international perspective on teaching and learning practices (www.acer.edu.au, 2016). Moreover, an inference can be drawn that the initiatives of classroom based test approach can be ideal to improve the students’ positivity towards the classroom and the learning process.

The primary assertion of the study intends to evaluate the effectiveness of the national testing practices in the education sector of Australia. This process helps to increase the knowledge and skills of the students. It can be found that effective classroom-based test can create a set of expectations in the classroom environment. This is also significant to increase the teacher and student engagement within the classroom. Hence, it can be inferred that implementation of national test programme can be effective to increase both the students’ capability, aptitude and the learning proficiencies of the teaching practitioners.

References:

ACER. (2016). Programme for international student assessment (PISA) Australia. Retrieved September 29, 2016, from

ACER. (2016a). Trends in international mathematics and science study (TIMSS). Retrieved September 29, 2016, from

Agarwal, P. K., D’Antonio, L., Roediger, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety.Journal of Applied Research in Memory and Cognition, 3(3), 131–139.

Brunner, M., Artelt, C., Krauss, S., & Baumert, J. (2007). Coaching for the PISA test. Learning and Instruction, 17(2), 111–122.

Copyright. (2016). NAPLAN. Retrieved September 29, 2016, from

Creagh, S. (2013). A critical analysis of problems with the LBOTE category on the NAPLaN test. The Australian Educational Researcher, 41(1), 1–23.

Hatzinikita, V., Dimopoulos, K., & Christidou, V. (2008). PISA test items and school textbooks related to science: A textual comparison. Science Education, 92(4), 664–687.

Thompson, G., & Cook, I. (2015). Producing the NAPLAN machine: A Schizoanalytic Cartography. Deleuze Studies, 9(3), 410–423.

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