Assessment
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WHY EDUCATION IN FINLAND WORKS
HIGH-STAKES TESTING
It can be said that one of the most prominent and extensively discussed variances between Victorian’s assessment policy and Finland’s is the use of ‘high-stakes testing’. With less high-stakes testing outlined under 'assesssment' in their curriculum, Finnish professional educators are presented with more time to engage students in rich learning activities where students are able to construct and comprehend their own knowledge, versus the rote learning involved in test taking. Within standardised testing, only a limited quantity and kind of information is examined, this doesn’t necessarily offer a precise representation of student comprehension.
When comparing the Victorian Curriculum and the Education Policy Outlook of Finland, it is easy to be extremely critical without acknowledging the strengths and purpose behind these policies. Ultimately, professional educators in every country must be engaging entirely with their respective policies and adapting them where appropriate to develop the learning of students through assessment.
EVIDENCE AND DATA
Evidence and data play a vital role in Victorian assessment and reporting as authorised by ACARA in their policies. Professional educators have to thoroughly and attentively track and record student development and understanding beside growth points that are outlined in the curriculum. This is primarily to increase student learning. However, this data is additionally used to hold professional educators responsible for the learning that occurs within their classrooms, as they must be able to demonstrate how they have enhanced student learning. The way that Finland uses assessment in their teaching is focused around monitoring student development and encouraging independent learning. The data acquired through assessment tasks is used to update and modify teaching and time spent on topics to best assist and support learners. This data is shared with students so they are aware and visibly comprehend their own personal progress.
CURRICULUM DESIGN
Across all areas Finland’s PISA results signify that their policies and educational frameworks lead to quality teaching and therefore quality learning. A key difference between the two systems is that of who constructs the curriculum. Finland’s curriculum is designed by professional educator’s that are in the classroom and consequently understand students and their diverse learning requirements (OECD, 2013, pp. 12-14). The curriculum is also flexible, permitting schools to make modifications where required. The Victorian Curriculum conversely is created by policy makers and is aimed particularly towards white, middle-class students within the system. Finland utilises assessment to monitor development and ensure that deep learning occurs, while The Victorian Curriculum appears to use assessment as a way to hold professional educators accountable for students outcomes. Although the two policies on paper may appear comparable, the implementation of them and the attitudes held regarding learning in the culture plays a key role.
Analysis of Curriculum Policies
Comparing Assessment Policy
VICTORIAN CURRICULUM & FINLAND
It can be said that one of the key focuses of all good assessments is its potential to advance student learning. Both the Victorian Curriculum and Finland’s national curriculum encompass this deeply through their assessment and reporting policies. Within the two of these education systems, ongoing formative assessment is employed consistently to measure student progression and development over time. Students and professional educators are involved in practices of reflection and feedback as students strive towards clear learning outcomes. Essentially, the purpose of assessment in school as well as many of the policies behind assessment is very comparable between the Victorian Curriculum and Finland nevertheless the application of both internally and externally highlights numerous substantial differences.