Posted: September 13th, 2017

Professional Practice essay

Task:
This assessment asks you to reflect critically on the core themes discussed in the literature and in class discussions and to devise a learning plan for your continuing professional development on assessment. This will involve several steps:
1.    *Identify a current assessment practice at an institutional or learning event level with which you are or have been involved; or would like to know more about.* Use this as a concrete example to help you make focused recommendations and discussions. The practice itself is not the subject of the assessment task.

2.    *Draw on at least four of the following conceptual resources from the subject and readings to help you develop your critical reflection, and rationale for your learning plan. *You should define the concepts you use and draw on the literature to explain why you think these are significant for assessing learning in your context and for your development. These concepts could include:
•    Your current assessment epistemology
•     Assessment as a social practice
•     Assessment and communities of practice
•     Models of learning
•    Assessment strategies
•     Assessment for learning, of learning and as learning
•     Formative assessment
•     Assessment judgment
•     Assessment ethics
•     Assessment equality
•     Assessment subjectivity

3.    * Interview at least one key stakeholder –another teacher, learner or assessment manager – involved in the assessment practice to ask them what they think makes an effective assessor, using ideas from the subject to scope your questions.

4.    *Devise a practicable action plan of steps to enhance your own assessment practice. *Show how this action plan is informed by reading and your interview. *Explain why these steps are priorities for you. *Identify how you can get practical support or resources to meet these development priorities.The bulk of the plan can go in an appendix as it is the discussion of the plan and its relation to readings that is most important for assessment purposes.

Criteria:
•    You demonstrate an understanding of the subject content and appropriate application of it to the assessment task at a standard commensurate with postgraduate higher degree level of study.

•     Your work should be expressed clearly, with relevance and insight, in correct English andstructured so that your arguments are clear.

•    You submit your written work on time, it is of appropriate length as specified in the word limits, is properly formatted and proofread.

•    You should demonstrate a close reading of subject readings and readings beyond that provided in the guide. You need to use these readings to define core terms, to identify what is deemed to be significant in relation to assessing learning and to reflect critically on your development priorities.

•     You should evidence multiple sources of data in your analysis of your development plan including literature and interviews.

•     Your plan should be meaningful, insightful, concrete and realistic and offer practicable goals and assessments.

Note: I am a mathematics teacher for high school
Educational assessment in Saudi Arabian high schools is by school examinations
Readings
Elwood, J. &Klenowski, V. 2002, ‘Creating communities of shared practice: the
challenges of assessment use in learning and teaching’, Assessment &Evaluation in Higher Education, vol. 27, no. 3,pp. 243-256.

Lund, A. 2008, ‘Assessment made visible: Individual and collective practices’,
Mind, Culture, and Activity, vol. 15, no. 1,pp. 32-51.

Johnston, B. 2004, ‘Summative assessment of portfolios: an examination of
different approaches to agreement over outcomes’, Studies in Higher Education,
vol. 29, no. 3,pp. 395-412.

Engelhard, G. 2003, ‘Measurement, trust, and educational assessment’,
Measurement, vol. 1, pp. 21-26.

Stobart, G. 2008, Testing times : the uses and abuses of assessment,
Routledge, London ; New York.
Knight, P. &Yorke, M. 2003, Assessment, learning and employability, Open
University Press, Milton Keynes

Yorke, M. 2003, ‘Formative assessment in higher education: Moves towards
theory and the enhancement of pedagogic practice’, Higher Education, vol. 45,
no. 4,pp. 477-501.
Falchikov, N. &Boud, D. 2007, ‘Assessment and Emotion’, in D. Boud& N.
Falchikov (eds), Rethinking Assessment in Higher Education, Routledge,
London.

O’Loughlin, K. 2006, ‘Learning about second language assessment: Insights
from a postgraduate student on-line subject forum’, University of Sydney Papers
in TESOL, vol. 1, pp. 71–85.

Cooksey, R.W., Freebody, P. & Wyatt-Smith, C. 2007, ‘Assessment as
Judgment-in-Context: Analysing how teachers evaluate students’ writing’,
Educational Research and Evaluation: An International Journal on Theory and
Practice, vol. 13, no. 5,pp. 401 – 434.

Hager, P. & Butler, J. 1996, ‘Two models of educational assessment’,
Assessment & Evaluation in Higher Education, vol. 21, no. 4,p. 367.
Stobart, G. 2005, ‘Fairness in multicultural assessment systems’, Assessment in
Education: Principles, Policy & Practice, vol. 12, no. 3,pp. 275-287.

Matthews, J. 2002, ‘Racialised Schooling, ‘Ethnic Success’ and Asian-Australian
Students’, British Journal of Sociology of Education, vol. 23, no. 2,pp. 193 – 207.

Leathwood, C. 2005, ‘Assessment policy and practice in higher education:
purpose, standards and equity’, Assessment & Evaluation in Higher Education,
vol. 30, no. 3,pp. 307 – 324.
Ball, S. 2004, ‘Performativities and fabrications in the education economy’, The
RoutledgeFalmer reader in sociology of education, pp. 143-155.

Gleeson, D., Davies, J. & Wheeler, E. 2005, ‘On the making and taking of
professionalism in the further education workplace’, British Journal of Sociology
of Education, vol. 26, no. 4,pp. 445 – 460.
Velde, C. 1999, ‘An alternative conception of competence: implications for
vocational education’, Journal of Vocational Education & Training, vol. 51, no.
3,pp. 437 – 447.

Mulder, M., Weigel, T. & Collins, K. 2007, ‘The concept of competence in the
development of vocational education and training in selected EU member states:
a critical analysis’, Journal of Vocational Education & Training, vol. 59, no. 1,pp.
67-88.

Flowers, R. 2009, ”Can competency assessment support struggles for
community development and self-determination”, Report Zeitschriftfuer
Weiterbildungsforschung, vol. 32, no. 2, pp. 23-35.
Benveniste, L. 2002, ‘The Political Structuration of Assessment: NegotiatingState Power and Legitimacy’, Comparative Education Review, vol. 46, no. 1,p.
89-118.
Shepard, L.A. 2000, ‘The Role of Assessment in a Learning Culture’,
Educational Researcher, Vol 29, No 7, pp. 4-14.

Broadfoot, P. 1996, Education, assessment, and society: a sociological analysis,
Open University Press, Buckingham ; Philadelphia
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