In sharp contrast to the Montessori education system, teachers in the Catholic education system use assessment as a way of altering teaching methods to suit individual student needs. Teacher use AusVELS to guide their teaching and assessment but observation and monitoring student knowledge is also used as a way to assess student learning.
"In a learning centred school, assessment is characterised by a belief that assessment is primarily about improving student learning outcomes" (Catholic Education Melbourne, 2009).
Unlike the Montessori education system, which is focused on allowing students to present their own learning through assessment, the Catholic education system provides students with "challenging" learning experiences to demonstrate their knowledge on a particular subject/topic (as outlined by AusVELS). The focus in most Catholic schools is on improving student learning, thus, a range of summative and formative assessment is used to enhance student ability.
"Assessment is a constructive process used to make judgments about progress" (Catholic Education Melbourne, 2009)
In my opinion, the Catholic assessment system is valid and reliable. However, with strict guidelines from AusVELS there is little opportunity for teachers to ensure that assessment is fair. With standardised tests such as NAPLAN being conducted in Catholic education classrooms, the same form of assessment is given to the whole class, despite every child having different capabilities. This may result in some students being left behind.
"In a learning centred school, assessment is characterised by a belief that assessment is primarily about improving student learning outcomes" (Catholic Education Melbourne, 2009).
Unlike the Montessori education system, which is focused on allowing students to present their own learning through assessment, the Catholic education system provides students with "challenging" learning experiences to demonstrate their knowledge on a particular subject/topic (as outlined by AusVELS). The focus in most Catholic schools is on improving student learning, thus, a range of summative and formative assessment is used to enhance student ability.
"Assessment is a constructive process used to make judgments about progress" (Catholic Education Melbourne, 2009)
In my opinion, the Catholic assessment system is valid and reliable. However, with strict guidelines from AusVELS there is little opportunity for teachers to ensure that assessment is fair. With standardised tests such as NAPLAN being conducted in Catholic education classrooms, the same form of assessment is given to the whole class, despite every child having different capabilities. This may result in some students being left behind.
1. Catholic Education Melbourne 2010, Assessing and Reporting your child's progress, Catholic Education Office, Melbourne, retrieved 25 March 2015, http://www.ceomelb.catholic.edu.au/our-schools/the-catholic-primary-school/assessing-and-reporting/?terms=assessment
2. Learning Centred Schools 2009, A learning and teaching framework for the archdiocese of Melbourne, page 11, Catholic Education Office, Melbourne, retrieved 25 March 2015, http://www.ceomelb.catholic.edu.au/uploadedfiles/ceom-framework-20pp.pdf
3. Horsey, David. No Child Left Behind. 2004. Print, http://www.seattlepi.com/davidhorsey/slideshow/David-Horsey-cartoons-March-2004-14739/photo-978866.php
2. Learning Centred Schools 2009, A learning and teaching framework for the archdiocese of Melbourne, page 11, Catholic Education Office, Melbourne, retrieved 25 March 2015, http://www.ceomelb.catholic.edu.au/uploadedfiles/ceom-framework-20pp.pdf
3. Horsey, David. No Child Left Behind. 2004. Print, http://www.seattlepi.com/davidhorsey/slideshow/David-Horsey-cartoons-March-2004-14739/photo-978866.php