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Integrated assessment in the states and territories

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Integrated assessment in the states and territories

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The traditional school reports must provide a professional assessment area of each child’s progress and achievements in an easy to understand format (DECD, 2016). Integrated study processes allow for assessment information to be established across multiple subjects inline with the learning experience delivered.

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A strength of Integration is that it allows educators to create meaningful connections between student and content within, across or beyond the curriculum to localised interests (Boss, 2011). Integrated assessment allows teachers to design and assess experiences e.g. Project Based Learning tasks that can simulate real life scenarios. Assessment when using an integrated approach simply requires the extension of the assessment criteria to cover any of the learning outcomes included in the lesson across all of the disciplines involved.

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Integrated assessments provide learners with engaging ways to enhance learner outcomes. They can be applied in any educational institution and rather than focus on a narrow band of subject specific outcomes, will provide students with opportunities to apply their inquiry to a realistic context with wide ranging authentic learning experiences (McPhunn, 2013).

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Using a Summative Integrated Assessment strategy

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Using a Summative Integrated Assessment strategy

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Summative assessment is used at the end of an instruction period and is specifically designed to establish student growth (Coffey, 2013). In an integrated assessment this would take the form of a review, tailored to the specific multi elemental learnings targeted for this experience. Many options exist for this process including a performance task, a written product or even a traditional test.

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Using a  Formative Integrated Assessment strategy

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Using a  Formative Integrated Assessment strategy

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Formative assessment is a part of the instructional process and is structured to drive the direction of the learning experience. An effective way to design formative assessment is as practice, once a student can display an understanding in an area, the teacher can extend or redirect the experience. Central to this assessment is student involvement, as an assessor of their own learning and to determine self-learning (Garrison & Ehringhaus, 2010). Central to effective formative assessment strategies is the planning, when attempting to identify appropriate selections, proper consideration must be taken. A choral response assessment  or show of hands may be all that is needed to identify learning across a range of subjects (Reiger, 2012).

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Assessment and the Australian Curriculum

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Assessment and the Australian Curriculum

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At a national level there are no set assessment programs developed, that responsibility lies with each state and territory. However, the AC clearly describes the level of learning quality expected to be achieved including depth of understanding, extent of knowledge and sophistication of skill, presented in the form of Achievement Standards, tied to each subject and year level (Gilbert & Hoepper, 2014). This serves to influence the way that consistency in assessment occurs across the country whilst still allowing for a high level of adaptability to serve the individual needs (ACARA, 2012).

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Curriculum Integration is at its base level the process of combining multiple study elements into a learning experience. Fogarty (1991), outlined Curriculum Integration as having three broad categories.
1.      Intradisciplinary Integration occurring within a subject area.

2.      Multidisciplinary / Interdisciplinary Integration which occurs between subject areas.

3.      Transdisciplinary Integration occurring beyond subject areas.

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How do I effectively assess students when using the integration approach?