Joy Cumming

Reconceptualising the role of teachers as assessors: teacher assessment identity

Abstract Teachers’ capabilities to conduct classroom assessment and use assessment evidence are central to quality assessment practice, traditionally conceptualised as assessment literacy. In this paper we present, firstly, an expanded conceptualisation of teachers’ assessment work. Drawing on research on teacher identity, we posit that teachers’ identity as professionals, beliefs about assessment, disposition towards enacting assessment, and perceptions of their role as assessors are all significant for their assessment work. We term this reconceptualisation Teacher Assessment Identity (TAI). Secondly, in support of this conceptual work, we present findings from a systematic review of self-report scales on teacher assessment literacy and teacher identity related to assessment. The findings demonstrate that such scales and previous research exploring teacher assessment practices have paid limited attention to what we identify as essential and broader dimensions of TAI. We share our reconceptualisation and analyses to encourage others to consider teacher assessment work more broadly in their research.

Documenting support needs and adjustment gaps for students with disabilities: teacher practices in Australian classrooms and on national tests

ABSTRACT Accommodations or adjustments for students with disabilities (SWDs) who need them are required in Australian education law and policy for classroom instruction and assessment, and external educational accountability tests. Drawing upon the structure of the Assessment Accommodations Checklist and more than a decade of accessibility research, the Checklist of Learning and Assessment Adjustments for Students (CLAAS) was developed to help teachers select and document adjustments that support SWDs and students with additional needs in classroom instruction and assessment, and external tests. The CLAAS was trialled with 21 primary school teachers documenting adjustments for 89 students with diverse needs. Teachers indicated that the CLAAS provided a comprehensive list of adjustments, was useful for recording adjustments across classroom instruction and assessment, and external tests, and provided guidance about potential adjustments for SWDs or with additional learning needs. The documented adjustments also indicated some considerable gaps between supports provided in classrooms compared with the Australian educational accountability tests. Findings also provided initial evidence for the reliability and validity of use of the CLAAS for its intended purposes. The CLAAS is a promising tool for helping both researchers and teachers systematically document and provide equitable and inclusive adjustments for SWDs and additional learning needs given their needs for classroom learning, assessment and external testing and examination requirements.

Developing Effective Transition Plans

Transitions are a source of anxiety and stress for many individuals with autism spectrum disorder (ASD). Transitions can involve both big changes, as children move into and out of school (vertical), and more frequent transitions between activities or environments (horizontal). This chapter describes how parents can utilise the Cycle of Learning to help their children manage different transitions in their lives. Sheila’s story is presented to demonstrate how one mother worked with her son and a team of educators and service providers to create and implement a transition plan to support her son and develop his skills as he transitioned into high school and prepared to move between classes. Research on key components of transition planning is presented, and strategies for supporting students are suggested. Finally, Sheila’s vertical and horizontal transition plans are provided as an example of steps and strategies that parents can use to support their children with ASD.

Effective Practice and Decision-Making for Parents of Children with Autism Spectrum Disorder

This chapter provides an introduction to the first section of the book in which research and current knowledge is presented about: the challenges faced by parents of children with autism spectrum disorder; the practices that have been found to have an evidence-base for children with autism spectrum disorder, and the Cycle of Learning decision-making framework.

Empowering Parents to Create Education Plans for Their Children with Autism Spectrum Disorder

This chapter provides an introduction and overview for the second section of the book, which focuses on ways in which parents can utilise the Cycle of Learning to become more empowered to guide their child’s learning as they move between home and community settings as well as into school and on into adult life. The research and policies framing individual education planning processes for individuals with autism spectrum disorder are discussed, and the need for parents to take a more directive role in planning for their child’s education is highlighted.

The Cycle of Learning: A Framework for Decision-Making

This chapter presents the Cycle of Learning (CoL) framework, which has been used to empower parents to support their child in realising their dreams. This framework provides a decision-making model to support parents as they work with their child to identify their future vision; determine key barriers that will prevent their child from achieving that vision; and ascertain key priorities for their child’s learning. Building from this vision, parents can work with educators and professionals to assess their child’s strengths, interests, and needs and to establish specific, measurable goals for their child. The CoL can also support parents to select and implement strategies and instruction for their child and to evaluate the impact of these strategies on their child’s learning. The CoL is derived from a strong research and theoretical base that aligns with the principles on evidence-based practice and data-based decision-making.

Evidence-Based Practice and Autism Spectrum Disorder

This chapter presents key research on the use of evidence-based practice for children with autism spectrum disorder (ASD). The chapter is divided into two primary sections. In the first half of the chapter, evidence-based practice is defined, followed by a discussion of the classification of practice and types of evidence for students with ASD. The importance of evidence-based practice and the research on complementary and alternative medicines for children with ASD are examined. Guidelines are then presented for parents and professionals to consider when selecting practices and interventions for their children with ASD. The second half of the chapter highlights research on the use of effective school practices and programs for students with ASD in schools settings. The research on effective school practices and interventions is outlined followed by a discussion of key legislative, pedagogical, and organisational initiatives that help to shape inclusive school programs for students with ASD.

Defining the Problem

This chapter presents international research on experiences and challenges reported by parents of children with autism spectrum disorder (ASD), in making informed choices and engaging with professionals regarding therapeutic and education programs that will allow their children to achieve success throughout their lifespan. Parents of children with ASD are currently confronted with an array of confusing and conflicting information about the services and programs that will best help their children. As a result, many parents feel frustrated and overwhelmed as they go about making decisions for their children, and have become disempowered in decision-making processes, particularly once their child begins school. This chapter will overview the current research on issues faced by parents of children with ASD, and will briefly examine the characteristics and implications of ASD for children with and families. The impact of the child’s diagnosis and resulting stress on parents and families will be explored, followed by an examination of the particular challenges faced by parents once their children commences school. Finally, a recent study will be reviewed, which explored the satisfaction, confidence and training needs of parents of school-aged children with ASD.

Developing Education Plans Within Curriculum Frameworks: Creating Profiles and Goals

This chapter presents information on elements of inclusive school programs, including student-centred practice, which involves assessing a student’s needs, setting specific goals and outcomes, and using strategies that have an evidence base. Research is reviewed to demonstrate the ways in which parents can work more effectively with education teams to develop a clear plan of action for their child with autism spectrum disorder (ASD). A case study is presented to illustrate how one parent used the Cycle of Learning to develop a comprehensive education program for her son with ASD, and to engage in collaborative decision-making processes with her son’s school, during which they connected his individual goals with the general curriculum standards. The central role played by school leaders in creating inclusive school environments and a culture of student-centred practice, and the importance of establishing trust between parents and school personnel are discussed. Finally, strategies are presented to help parents and teachers create and implement education programs that will not only help the student with ASD to achieve individual goals, but will also benefit other students with diverse needs.

Understanding Law and Policy to Gain the Best Educational Opportunities for Children with Autism Spectrum Disorder

This chapter presents guidance for parents of children with autism spectrum disorder (ASD) on approaches to dealing with education systems from first contact to managing complaints. The chapter provides an overview of principles of education rights and their limitations. A brief discussion of case law, predominantly Australian, is used to demonstrate the difficulties parents would encounter in using formal law courts to argue for better educational opportunities for their child with ASD. The chapter then turns to processes for gaining information about the expected flexibility of school systems for children with disability, engaging with schools and preferred procedures for managing complaints when all else fails. While much of the discussion is necessarily based in Australian law and policy, the general principles are relevant to many countries.