Learning and development
Substantial research exists that describes learning and development and the implications for assessment. Professor Geoff Masters articulates the following set of principles summarising this research which reflects the purpose and meaning of effective assessment from birth to adulthood.
Learning and development are continuous, lifelong processes
Assessment should be ongoing and based on a continuum of learning/development.
Learning and development are maximised when opportunities are matched to current readiness, building on what has already been experienced, learned and developed.
Assessment should provide information about where individuals are in their learning and development, and inform practitioners in planning and delivering progressive learning opportunities.
Emotions, beliefs and relationships play a crucial role in learning and development
Assessment should build positive attitudes and self-confidence in children, young people and learners by assisting them to see what they have achieved and the progress they are making.
Feedback and reflection are important elements of effective learning and development
Assessment should promote further learning and development when combined with constructive feedback and opportunities for reflection. It should enable individuals to see and appreciate the progress that they have made and recognise that they are being successful in their learning.
Learning and development is advanced with opportunities, support and engagement within families and in partnership with practitioners
Approaches to assessment should maximise collaboration and sharing of knowledge between families and practitioners, to allow all parties to support and participate in children and young people's learning and development.
Developed by, and adapted in consultation with Professor Geoff Masters, Australian Council for Educational Research