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John Anthony Milliss delivered by
Penny Robertson
problems as stated by Callaghan (2003, p.2). When we focus on what a student is able
to do the chance of a student's success within the curriculum is greater. Therefore,
schools need to move beyond results from normative assessments and more towards
strength based assessment, as these forms of assessment will give us a greater
understanding of the child’s strengths, skills, competencies and the student’s use of
resources (Epstein, 2000, p249).
There are numerous assessment strategies that can be utilized for inclusive program
planning. Anecdotal records, conferences, contracts, peer evaluation, portfolios,
student journals, simulations, student-led conferences and teacher observations are all
forms of assessment (DETACT, 2011, p.11-12). Teachers should utilize various
strategies to determine a student’s knowledge of the curriculum.
When planning instruction for students the goal as Van Kraayenoord (2005, p.15)
states is ‘to create contexts that enhance the learning of our students’. Teachers should
know which learning styles their students prefer. Once this is known teachers can plan
lessons reflective of their student's needs.
The greatest step in moving towards strength-based practices is the further education
of teachers. Schools need to develop a ‘whole school approach’ to strength-based
practices. Teachers need to reframe their thoughts, to start thinking about students in a
more positive way. When this occurs students will also start thinking differently about
themselves as stated by Callaghan (2003, p.3).
Assessments can reveal a variety of data that teachers and schools can utilise. Student
strengths can be revealed through various assessments. Teachers need to identify these
and use them as a basis for planning appropriate teaching strategies and also
programs. Individual program planning can further promote the process of assessment
for identification of student strengths.