“In the right hands, assessment can inspire, motivate and provide the feedback that is essential for targeting prompt, corrective help. But it can also lead us to ignore what cannot easily be measured” (Petty, 2014, p. 447).

 

Assessment is a necessary but much debated aspect of teaching and learning. Two of the main types of assessment are Assessment for Learning (Formative Assessment) and Assessment of Learning (Summative Assessment). Both require quite different approaches since the former measures continual progress while the latter concentrates mostly on end result grading. While Summative Assessment is often deemed the most important due to the significance placed on State Examinations, formative is essential in scaffolding students to realise their maximum potential. Successful assessment involves a careful balance of both.

​

The design plan below gives an overview of the Assessment methods planned for the Unit of Learning Imaginative Portraiture. It shows my varied approach to assessment and desire to have students at the centre of their own learning experience. The screencast included underneath this is reflective in nature. It reflects on the methods of assessment used and provides an informed opinion on these in relation to theory studied. It discusses the work produced throughout the unit and the SLAR experience afterward, ending with my view on assessment as I move into career.