Assessment For, And As, Learning

Test scores and measures of achievement tell you where a student is, but they don’t tell you where a student could end up. Carol Dweck

Students should be provided with opportunities to demonstrate their learning through a variety of assessment activities as part of an ongoing process. Whatever assessment strategies are used, it is important that activities are accessible to all students. (NESA)

Harvard School for Education argues that idea behind authentic tasks and assessments is to provide students with purposeful and challenging assessments that support deep understanding and reflect what skills students might be called upon to use in their life beyond school.

Oxley has always offered a variety of assessment opportunities for students to demonstrate their understanding. The Diverse Learning team works closely with classroom teachers and Heads of Department to ensure that tasks are designed to meet the learning needs of all students in our care.

However, in terms of formal reporting at Oxley, the focus has been on ‘assessment of learning’ which helps to summarise what students know, understand or can do against the relevant year level achievement standard for different learning areas/subjects.

This does not mean that traditional assessments like exams inherently foster surface approaches and encourage memorisation. However, research has found that complete reliance on summative assessments and feedback can cause students to focus only on studying ‘just for the task’ rather than acquiring a deep understanding which can be applied to a range of different contexts.

Whilst summative assessment will continue to be part of our reporting structure, this year, we will be piloting a new adjusted model in Years 7-10.  We will aim to consider both informal and formal evidence. Essentially, classwork, Academic Prep and core tasks will all contribute to a student’s final report grade.  

It is our aim that students grow through consistent hard work and dedication. We are looking to acknowledge the process and celebrate students who engage in effort, focus, perseverance, who reflect and act on feedback and who in turn demonstrate character and academic resilience.

Kind regards

Mrs Lee McGuinness
Director of Curriculum 7-12