Outcome Based Assessment in Teaching

The perpetration of outcome based assessment and reporting systems in educational programs has been accompanied by a range of political and specialized problems, including pressures between the summative and formative purposes of assessment and doubts girding the validity and trust ability of school teacher- constructed assessment tasks. This composition examines ways in which these problems have been manifested and addressed, using two recent exemplifications from academy and adult indigenous education in Australia. The first illustration concerns a recent contestation surrounding the use of public knowledge marks for primary academy learners. Analysis of the outcome suggests that some learner groups may be disadvantaged by the practice of reporting aggregate outcome in terms of minimal norms, but that government policy is doubtful to change as long as the responsibility function of assessment remains consummate in the public eye. The alternate illustration discusses the schoolteacher- developed assessment tasks that are used to assess the achievement of language capabilities. It’s argued that problems of thickness and community that have been linked by exploration can be addressed through the development of completely- piloted task banks and the provision of applicable forms of professional development. Greater attention needs to be given to the part of the schoolteacher if outcome based assessments are to give high quality information.