# data[].attributes.body
I learned that planning, assessment and reporting are closely connected and should not be viewed as separate parts of teaching. Assessment is an ongoing process that helps teachers identify where students are, where they need to go and how they can be supported to achieve learning outcomes. The teaching and learning cycle is not linear and should remain flexible so teachers can adapt to students' needs.

I also learned that planning and programming should focus on student outcomes and provide students with multiple opportunities to demonstrate their skills through classroom practice, adjustments, resources and grouping strategies.

# data[].attributes.body
As a student, I often viewed assessment as something that happened at the end of learning and was mainly used to assign grades. Assessments usually involved tests, assignments and examinations.

From a teacher's perspective, assessment has a much broader purpose. It is used to monitor progress, guide teaching, provide feedback, adjust learning experiences and communicate student achievement to families and other stakeholders.

Assessment can occur for learning, as learning and of learning, rather than measuring performance at the end of a unit.

# data[].attributes.body
The readings highlighted that knowledge and understanding are different concepts. Knowledge refers to facts, information and concepts that can be explicit, implicit, descriptive or declarative. Skills involve the ability to think, communicate, research, manage oneself and apply learning in different situations. Understanding develops when knowledge and skills are combined and put into practice.

Simply remembering information does not necessarily mean a student understands it. True understanding requires students to use their knowledge to explain, apply and demonstrate their learning.

# data[].attributes.body
The readings suggest that understanding cannot be measured through a single test. Instead, teachers should use multiple forms of assessment that allow students to explain, interpret, apply, analyse and reflect on their learning. The six facets of understanding include:

Explanation

Interpretation

Application

Perspective

Empathy

Self-knowledge

These facets recognise that understanding is demonstrated in different ways.

The readings also emphasised that the most effective learning occurs when students collaborate, ask questions, solve problems, investigate ideas and reflect on their own learning. This suggests that measuring understanding requires more authentic assessment practices rather than relying solely on standardised tests.

# data[].attributes.body
Knowledge is the learning of information such as facts that can be regurgitated at will. Whereas understanding is having a solid idea of the information. The what, why, how, etc.

# data[].attributes.body
There is peer assessment that involves peers marking and comparing work against what they need to achieve. Then there is teacher assessment that involves using various forms of assessment (diagnostic, formative, summative) to measure student learning.

# data[].attributes.body
UbD is a framework for curriculum planning. It was created through the research on learning and cognition that highlights the process of teaching and assessing for understanding as well as a careful process for curriculum planning.

# data[].attributes.body
Having knowledge of information through various topics is the what, whereas the application of understanding is the why and how. Understanding is applied and amplified knowledge.

# data[].attributes.body
Student assessment can take many forms, such as peer and self assessment. This form can be applied with intention to give students the skills needed to better understand the work.

Teacher assessment is an intentional analysis of their students achievement against the curriculum. It can be done under different conditions.

# data[].attributes.body
Through an array of assessments that are formative and informative. All allow for a range of knowledge and skills to be present

# data[].attributes.body
As a Student, assessment is typically seen as a peice of work that is grading them or assessing understanding. As a teacher, this is seen as so much more and assessment allows for a whole range of different opportunities

# data[].attributes.body
Ubd is an approach that was created to be a logical and effective framework that allows teachers to cohesively create an end goal and then work backwards to create meaningful lessons and assessments for efficient learning to occur.

# data[].attributes.body
UBD works backwards and plans assessment first and that the allows you to move into designing the content you need your students to learn and understand.

# data[].attributes.body
Students understanding is measured through assessment. typiclly it is seen through diagnostic, formative and summative assessment

# data[].attributes.body
Knowledge is what you know, like facts or information whilst understanding is being able to explain, connect, and use what you know.

# data[].attributes.body
Formative assesments can go unfazed by students but still provide teachers understanding of where there at

# data[].attributes.body
UbD is a way to plan lessons by starting with what you want students to learn, then deciding how you will check their learning, and finally planning activities to help them understand and use their skills/knowledge.

# data[].attributes.body
informal, formal, diagnostic, formative and sumative.

# data[].attributes.body
Knowledge refers to the information that you believe to be a fact, whether that is something that you have heard, read, watched, or seen. Understanding is when you know WHY or HOW that piece of information is true and can be applies in a real world context.

# data[].attributes.body
Knowledge is stored into your brain but understanding is a function of the brain

# data[].attributes.body
Knowledge is information gathering, understanding is using that information - experience and application of knowledge deepen understanding and connect concepts

# data[].attributes.body
through observation and different forms of assessment.

# data[].attributes.body
You need to have knowledge to have understanding

# data[].attributes.headline
Comparison of teacher and student perspectives 

# data[].attributes.subject
Comparison of teacher and student perspectives 

# data[].attributes.body
from students perspective I don't have a good memory of any assessment. But I moved from Sydney to Canberra, and I remember that there was one assessment taken home in the Sydney school about spiders. The assignment was not done by me it was my cousins that did it for me.

teacher perspective There are a lot is assessments that need to be done, and as a student before, I didn't see all the work behind the lessons.

# data[].attributes.body
You could know something but you may not completely understand what it is you know. for example when reading you may read it and know words and may not understand what the word means or why it is in their.

# data[].attributes.headline
by observing how students can apply content to specific real-world contexts/problems 

# data[].attributes.subject
by observing how students can apply content to specific real-world contexts/problems 

# data[].attributes.body
Knowledge is what ideas you hold about a topic, and understanding is the ability to translate those ideas in to new contexts.

# data[].attributes.body
Teachers have a great way now to do assessments throughout the semester without students being aware of which benefits to students as they don't have to stress about the assessment.

Students may struggle with the idea of being assessed which can ultimately change the result

# data[].attributes.headline
when students have knowledge about a specific topic, they can reiterate details, but to demonstrate understanding means to apply that knowledge into a real world context/situation

# data[].attributes.subject
when students have knowledge about a specific topic, they can reiterate details, but to demonstrate understanding means to apply that knowledge into a real world context/situation

# data[].attributes.body
UbD is a logical approach to planning lessons to ensure that they are meeting the learning goals

# data[].attributes.body
teachers are able to sneak assessment in without students realising this can help students not overthink and psych themselves out

# data[].attributes.body
From the students perspective is that some students thrive but other students can struggle.

Teachers when I was in school wanted 30 pages long whereas now it is more relaxed in a way

# data[].attributes.body
The differing categories and types of assessment, and how these are mandated/enforced and can be leveraged to support pedagogical practice

# data[].attributes.body
Knowledge is recalling information whereas understanding allows us to use that knowledge in new contexts

# data[].attributes.body
Understand based approach - application of knowledge alongside transferable concepts giving learners opportunities to apply learning in meaningful contexts.

# data[].attributes.body
Knowledge is comprehending content and information, and understanding encompasses the skills needed to apply learning in different contexts

# data[].attributes.body
Formative/Diagnostic/Summative assessment, observations, conferencing

# data[].attributes.body
Diagnostic assessment is categorised as a formative assessment, which is used to collect evidence of learning and on the basis of that evidence, to provide feedback and adjust teaching. (This is different from what we learned before)

# data[].attributes.body
Through formative, summative and observational assessments

# data[].attributes.body
Understanding the laws that underpin education

# data[].attributes.body
Knowledge is important for knowing the content, but understanding is essential for students to transfer their knowledge across different contexts and make sense of their learning.

# data[].attributes.body
Regularly evaluate work against established criteria to improve learning outcomes.

# data[].attributes.body
through formative and summative assessments and in class observations

# data[].attributes.body
Using formative and summative assessments to gauge where students are at against the V9 achievement standards.

# data[].attributes.body
Formally and informally in the classroom, via tests, asking questions etc.

# data[].attributes.body
I gained a better understanding of how each of the states and territories use the Australian curriculum and how each state/territory governs the way in which the curriculum is implemented, documented and reported against.

# data[].attributes.body
UbD isn't a program that you absolutely must follow - it's a supportive framework for when you're curriculum planning

# data[].attributes.body
Through formative and summative assessment and in-class observations

# data[].attributes.body
achievement standards, formative and summative assessment