English and Literacies Learning How to Make Meaning in Primary Classrooms

As teachers we are always accountable to learners, parents and caregivers, the education system we are employed by and our community more broadly for the learning we plan and implement in the classroom. Our goal is to facilitate the learning process for all the individuals in our classrooms and our effectiveness is most often judged by learners’ achievements. While the content in this chapter provides rich examples of assessment in primary English and literacy, the principles and terms discussed apply across all stages of education and key learning areas. This chapter underlines the complexity of authentic or educative English and literacy assessment. It begins by considering definitions for many of the key assessment terms in use in education contexts, including ‘evaluation’, ‘assessment’ and ‘measurement’. The importance of implementing inclusive and authentic assessment practices is discussed along with formative assessment processes (assessment for learning) and summative (assessment of learning) and assessment as learning strategies. A range of examples and case studies follow. Each demonstrate the relationship between curriculum and assessment in English and literacy.