Canonical Status Of Hamlet By William Shakespeare

Canonical Status Of Hamlet By William Shakespeare Introduction Shakespeare’s works have been received with mixed reactions. Not because of the rare quality attributed to his works but due to difficulties in comprehending his original texts. However, Shakespeare continues to influence and inspire each and every generation with his creative artistic mind of playing around with words. Shakespeare applied early modern English in his works, a concept that many current literature readers view as difficult to understand.Advertising We will write a custom essay sample on Canonical Status Of Hamlet By William Shakespeare specifically for you for only $16.05 $11/page Learn More The grammar, sentence structure, spelling and word interpretation differs from the current modern English. Studying Shakespeare’s original manuscripts has been heavily criticised. Most of his critics argue that being a canonical author, understanding the play scripts pose a challenge to many readers. This paper will discuss the i mpact of comprehending the canonical play manuscript and the mode of its reception by the modern reader by reviewing one of Shakespeare’s plays. The Concept of Literary Canon The literary canon is archaic works that have been passed from one generation to another. These works continue to make an impact in current modern literature due to their unique artistic nature that captivates a reader’s mind (Vanhoozer 2). In most cases, it becomes hard to understand the deep rich language used in the texts. However, the works are interestingly written and have played an important role to shape the western culture. Literary canon dates back from the works of Homer, John Milton, Jane Austen, the Bible and the great William Shakespeare amongst others. The Gutenberg Revolution saw the introduction of this canon culture that appreciated the historical culture at the time. This revolution period, also known as the age of printing, introduced various forms of non-print mass media. The era was established by Johannes Gutenberg in mid 1450. However, canon literature at the time seemed to invite mixed reactions from both its supporters and critics. The critics on one hand claimed that the literature created a rift between the high and the low popular culture while the supporters on the other hand argued that its taste and value was ideal for the high-cultural required standards. The canon works gained popularity with thousands of people thronging cinema halls to watch plays written by Shakespeare and other canon play writers such as Charles Dickens (Lyons 23). Canon is conceptualized as complex and privileged. For a text to qualify as a canon, it should be of high aesthetic quality that gives the reader pleasure after reading it. Literary canon is constantly changing due to the experiences and thoughts of authors and the canon readers. This has been interpreted to mean that literary work is important to describe continuous trends in historical events. It is for this reason that canon literature has not conformed to a specific definition due to its subjectivity (Branagh and Shakespeare 23).Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Demystifying Canon Literature: Hamlet By William Shakespeare It is best if we understood William Shakespeare himself in order to have the ability of reading him canonically. The historic information regarding Shakespeare is sketchy as regards to the exact date of his birth and life. Born to a local alderman, Shakespeare married Anne Hathaway who bore him three children. However, the exact dates remain unknown but he became famous around 1592 when he began his theatre career. Interpreting Shakespeare’s canon literature is very difficult though his works continue to be celebrated from one generation to another due to the richness in their textual quantity that lead to a great storyline (University of Sout hern Queensland 13). Hamlet is perhaps one of the longest yet popular plays written by Shakespeare. It has been labelled as a literally canon. Hamlet is a tragedy of a prince, Hamlet, who wants to revenge on the current king of Denmark. The king, who is Hamlet’s uncle, is accused of killing Hamlet’s father and later taking Hamlet’s mother as his wife (Brooks 4). In order to succeed in his set out plan, Hamlet pretends to be insane. However, the story ends tragically when most of the characters including Hamlet are killed. The play has been praised for its classic artistic texts used in its script. Hamlet’s script was written using a unique technique called functional shift. Shakespeare used this kind of technique in all his works to enable his readers to understand the meaning of a word used in a sentence prior to comprehending its functionality. A good example is his ability of replacing a verb with a noun. Though this technique seems to cause confusion in the mind of a reader, it causes the brain to react. When Hamlet’s good ally Horatio requests him to call off a duel, he declines by telling him, â€Å"If it be now, ‘tis not to come. The readiness is all.† Such play text causes confusion in the mind of a reader and the canonical status of understanding Hamlet by use of manuscripts has been put in question by scholars. Understanding the Canonical Status Used in Hamlet’s Language The language used to write the play script has struck most readers as complex and difficult to comprehend. Much of the language used in the play script has been conceptualised as courtly. This form of writing is both amusing and inventive in nature. It is also enriched with rhetorical figures. He makes good use of stichomythia to develop dialogue in the play.Advertising We will write a custom essay sample on Canonical Status Of Hamlet By William Shakespeare specifically for you for only $16.05 $11/page Learn Mor e This is a skill of writing dialogue in single lines to which the characters converse alternately. In addition, Shakespeare skilfully applies the use of anaphora and asyndeton in his words to captivate the minds of his audience. This he succeeds by using similar words in the same sentence to create an effect. The words also apply hendiadys as a figure of speech (Marino 34). This is a rare rhetorical device used to express a certain idea by using two words that are linked by a conjunction. A good example is during Ophelia’s speech when she says, ‘And I, of ladies most deject and wretched.’ The use of hendiadys throughout the play has caused a reaction among scholars, most of whom find it odd to use this particular form of rhetoric device in most of his texts. However, the technique has been defended by some of the scholars who argue that Shakespeare’s skill is to develop and emphasize the purpose of duality and dislocation in the play. The language used in Hamlet’s script is unique as the characters have the ability to say several words simultaneously that seem contradictory to the audience. This concept helps the character to appear confused and possessed by disturbed feelings. A sentence like ‘Get thee to a nunnery’ is such an example which showed Hamlet’s confusion about sexuality and purity. Hamlet’s soliloquies have also been criticised by most scholars who argue that the dialogue is based on Shakespeare’s beliefs. This claim has however been rejected by Hamlet’s supporters who argue that the use of this technique is to emphasize the character’s process of thinking (Jardine 13). Analysing the Ideal Mode of Reception of Understanding Canonical Works It has been discussed above on the complexity of studying the original works of Shakespeare in play script form due to its complicated nature. The play Hamlet in particular causes more confusion not only to its audience bu t also to students trying to analyse the play. Most scholars have come to a conclusion that this mode of reception is boring to students and should be interpreted and edited as printed matter. However, some scholars seem to be in disagreement with this theory by arguing that Shakespeare’s works should not be interpreted as suggested by literature critics. They base their arguments on the fact that stage performance is reflective of the intended real issue, a concept that is largely ignored when the play text is presented in printed form. In response to the need of editing Hamlet’s text due to its immoral nature, they argue that Shakespeare intention was to reflect his life as it was and should not be subjected to any changes. Various versions of the play Hamlet have been analysed and most of them contain numerous mistakes derived from the printing process. This changes the original meaning of the play. This has been attributed to the fact that most editors are unable t o give accurate translations to the original text as applied in the play script hence altering the meaning of words in their final draft.Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Textual scholarship argues that the primary text by Shakespeare is actually indefinable due to the fact that none of his original manuscripts has survived. The attempt by numerous editors to interpret the works in their own way has caused a stir among literature tutors and scholars alike. The question that arises is whether print form is the ideal mode of reception and how it influences the understanding of the canonical status in Shakespeare’s works. It has been suggested that Shakespeare’s future editors should take into account the textual instability that has been characterised with textual authority during the printing process. Based on the fact that the current generation is inclined towards digital media, the mode of understanding canonical works in primary mode poses a challenge. The issue that therefore need to be discussed is whether the play should be performed or studied in its textual content. Whilst most people have supported the former, others seem to fa vour the art of performing Shakespeare’s play to enhance the level of understanding. However, understanding the play using print form mode of reception has been favoured by many scholars (Benchimol and Maley 45). What then is the impact of studying Shakespeare’s work in print form? As earlier discussed, canonical texts are not easy to read and watching a stage performance becomes even more difficult. The printing process offers an interpretation that eases the reader’s mind hence offering some form of pleasure. Use of manuscripts to study the works of Shakespeare limits the understanding of the reader as opposed to the printed form. This therefore limits the level of literacy circulation among the readers. However, most people could possibly argue that the future of canon literature is likely to be affected by interpreting the play text in print form. On the contrary, with so much advancement in technology, it is highly unlikely to wipe out the culture of canon literature. On the other hand, technology will help to filter some of the technical words used in the manuscript without necessarily changing the intended meaning. It has been argued that the ideal mode of understanding a play is by reading it in text form rather than through stage performance. This does not entirely mean that the historical stage performance should be disregarded. As a matter of fact, a play script that guides the stage performance serves as a guide towards any play text transformed in print form. However, reading Shakespeare in print form makes understanding his works a lot easier hence enhancing its popularity especially to the current generation. Most critics argue that transition to print form will not only change the entire meaning of the play but that it will lose the purpose and theme of the play (Mclver and Stevenson 22). It should be noted that Shakespeare himself seems to encourage authorship in Hamlet by using a play within a play. Most of the protagonis ts in Hamlet are learned, a concept that emphasizes the authorial role very well (Howard and O’Connor 45). Conclusion Stage performance of a canonical play elicits some form of excitement in the audience but it should be noted that only few people understand the concept of the play. Most Shakespeare lovers admit that they did not understand his canonical words during performance and prefer reading them in print form. Transition from manuscripts to print form in Shakespeare does not only make the brain to function but also engages the reader in comprehending the canonical works as intended by the author. However, care should be taken by the editors not to misinterpret the canonical words as they appear in the original manuscripts. This is possible by the editors taking into consideration the previous works by the canonical writer and interpreting the words as they are. Benchimol, Alex and Maley, Willy. Spheres of Influence: Intellectual and cultural publics  from Shakespear e to Harbemas. Germany: European Academic Publishers, 2007. Print. Branagh, Kenneth and Shakespeare, William. Hamlet. London: W.W Norton Co., 1996. Print. Brooks, Jean. Hamlet by William Shakespeare. Denmark: Macmillan Education, 1986. Print. Howard, Jean and O’Connor, Marion. Shakespeare Reproduced: The text in History  and Ideology. Britain: Routledge, 2005. Print. Jardine, Lisa. Reading Shakespeare Historically. New York: Barnes Noble, 1996. Print. Lyons, William. Canon and Exegesis: canonical praxis and the Sodom narrative. London: Sheffield Academic Press, 2002. Print. Marino, James. Owning William Shakespeare: The King’s Men and their intellectual  property. USA: University of Pennysylvania Press, 2011. Print. Mclver, Bruce and Stevenson, Ruth. Teaching with Shakespeare: critics in the  classroom. London: W.W Norton Co., 1995. Print. University of Southern Queensland. The Literary canon: how to read great books. Australia: University of Southern Queensla nd, 2011. Print. Vanhoozer, Kevin. The drama of doctrine: a canonical-linguistic approach to Christian  theology. Kentucky: Westminster John Knox Press, 2005. Print.

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Find 2 peer reviewed articles that discuss hospital acquired Essay

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Assessment and Learner Essay Example for Free

Assessment and Learner Essay This discussion paper is part of a series being published and disseminated by the Office of the Queensland School Curriculum Council. The purpose of this series is to encourage discussion on various issues concerning assessment and reporting. Teacher observation is one of several types of assessment techniques recommended by the Council in its Position and Guidelines on Assessment and Reporting for Years 1 to 10 and in its syllabus documents for the key learning areas. Other assessment techniques include consultation, focused analysis, peer assessment and self-assessment. The Position and Guidelines state that: ‘Observation involves teachers in observing students as they participate in planned activities. Teacher observation occurs continually as a natural part of the learning and teaching process and can be used to gather a broad range of information about students’ demonstrations of learning outcomes’ (p. 16). Teacher observation has been valued as an important assessment technique in the lower primary school, but has in the past received less attention in later year levels. Secondary schools especially have favoured formal testing and structured assessment tasks rather than in-situ observation, although there has been some movement towards in-situ observation in some subjects in recent years, even in the senior years. The Council’s Position and Guidelines and syllabus documents elevate teacher observation to a more prominent position in the range of assessment techniques that teachers might use. Other techniques have been identified as consultation and focused analysis as well as peer and self-assessment. Focused analysis includes more formal assessment procedures such as set tests and set tasks. However, these categories of assessment techniques are not necessarily distinct. For example, as this paper explains, observation may be employed in association with focused analysis, especially where what is observed is student performance on a set task. This discussion paper is not an official policy statement of the Council. Rather, it represents the views of the author, Dr Graham Maxwell, of the School of Education, The University of Queensland. As such, it offers a personal perspective on the issues. Dr Maxwell has been involved in research and consultation on assessment for many years in Australia, USA and UK, ranging over all sectors and levels of education. He has taught courses and conducted workshops on assessment for pre-service and in-service teachers for 30 years. He has also been involved in recent Council deliberations on assessment and reporting. The audience for this discussion paper is professional educators, especially schoolteachers and administrators who must deal with assessment and reporting practice in classrooms and schools. Such people already know a great deal about assessment and reporting theories and practices, and this discussion paper builds on that knowledge. The hope is that the discussion paper will serve as a basis for professional debate, development workshops and collaborative planning. iii The Office of the Council would be pleased to have your reactions to and comments on the discussion paper, as well as any examples of ways in which the discussion paper may have helped to clarify or resolve any theoretical or practical problems you are facing in the implementation of Council syllabuses. These reactions, comments and examples would assist the Office of the Council in deciding what further assistance it might be able to provide on these issues. JE Tunstall Director Queensland School Curriculum Council October 2001 iv CONTENTS Preface Introduction Arguments for valuing teacher observation Collection and recording of evidence Planning for teacher observation Factors affecting validity of teacher observations and what to do about them 1. Prejudgments and prejudices 2. Selective perception 3. Providing inadvertent clues 4. Inappropriate inference 5. Inconsistency Conclusion Some useful references on teacher observation iii 1 2 5 7 9 10 11 11 12 12 13 14 v Teacher Observation in Student Assessment INTRODUCTION Teacher observation is one of the assessment techniques recommended in the Position and Guidelines on Assessment and Reporting for Years 1 to 10 of the Queensland School Curriculum Council (the Council). For the implementation of Council syllabuses, assessment is seen as involving a variety of school-based (teacher-enacted) techniques for profiling student demonstrations of learning outcomes. Teacher observation, that is, observation of a student by a teacher, is one of those techniques. It can be used in conjunction with other techniques. 1 Teacher observation has been accepted readily in the past as a legitimate source of information for recording and reporting student demonstrations of learning outcomes in early childhood education. As the student progresses to later years of schooling, less and less attention typically is given to teacher observation and more and more attention typically is given to formal assessment procedures involving required tests and tasks taken under explicit constraints of context and time. However, teacher observation is capable of providing substantial information on student demonstration of learning outcomes at all levels of education. For teacher observation to contribute to valid judgments concerning student learning outcomes, evidence needs to be gathered and recorded systematically. Systematic gathering and recording of evidence requires preparation and foresight. This does not necessarily mean that all aspects of the process of observation need to be anticipated but that the approach taken is deliberate rather than happenstance. It is necessary, at least, to know in advance both what kinds of learning outcomes are anticipated and how evidence will be recorded. Adequate records are essential for good assessment. Teacher observation can be characterised as two types: incidental and planned. †¢ Incidental observation occurs during the ongoing (deliberate) activities of teaching and learning and the interactions between teacher and students. In other words, an unplanned opportunity emerges, in the context of classroom activities, where the teacher observes some aspect of individual student learning. Whether incidental observation can be used as a basis for formal assessment and reporting may depend on the records that are kept. Planned observation involves deliberate planning of an opportunity for the teacher to observe specific learning outcomes. This planned opportunity may occur in the context of regular classroom activities or may occur through the setting of an assessment task (such as a practical or performance activity). 2 †¢ 1 2 Other possibilities for collecting evidence by observation exist, including observations by another teacher, observations by other students, and student self-observation. This paper concentrates on teacher observation and does not consider these additional forms of observation. Ultimately, the teacher must judge the validity and relevance of all forms of evidence, so these alternative forms of evidence involve similar principles of assessment to those applicable to other forms of evidence, including teacher observation. ‘Classroom’ should be interpreted liberally. It may include settings outside the school, such as field excursions, public presentations and work experience. What matters is the presence of an assessor, typically the teacher, to observe and record the event. 1 Discussion Paper on Assessment and Reporting ARGUMENTS FOR VALUING TEACHER OBSERVATION Teacher observation is an important but underutilised assessment technique. It is sometimes argued that teachers are unable to make appropriate and dependable assessment judgments from observations of students in natural settings. The table (below) details some of the claims of this viewpoint, together with some relevant rebuttals. Handled carefully, teacher observations can provide important evidence for assessment judgments. In some cases, they provide the only way of obtaining evidence about particular learning outcomes, especially those involving practical techniques, performance activities, ‘real life’ projects and group work. Table 1: Arguments against teacher observations and rebuttals of those arguments Arguments against teacher observations Lack of representativeness Students may not demonstrate all relevant learning outcomes in natural settings. They may know or know how but the context may not prompt them to demonstrate this. Lack of observation Teachers may not observe the demonstration of a learning outcome when it occurs, either because their attention is els ewhere or because they fail to recognise it. Lack of control of influences The student can derive unintended cues and prompts from the setting, even from the teacher, and these can be unnoticed by the teacher. Student performance may then be misinterpreted. Lack of standardisation All students do not undertake the same tasks under the same conditions. Teacher judgments of student demonstrations of learning outcomes are therefore undependable. Lack of objectivity Teacher judgments are subjective and prone to inconsistencies. Too much is left to the discretion of the teacher. Possibility of stereotyping Subjective judgments allow the possibility of stereotyping of students in terms of other performances or characteristics. Possibility of bias Subjective judgments allow the possibility of conscious or unconscious bias for or against particular individuals or groups. Rebuttal of those arguments Learning outcomes that have not been demonstrated can be deliberately prompted. Assessment should be planned as well as incidental. Teachers can ensure that assessment is comprehensive. Over time, teachers have many opportunities for observation. It is not critical if particular opportunities for observation are missed. Some observation is deliberate and focused. No single occasion is sufficient for judging a student’s demonstration of learning outcomes. Multiple opportunities and a variety of contexts allow cross-checking the robustness of the student’s performance. Quality requirements for teacher judgments are ‘evidence-based’ and ‘defensible’. Tailoring and adaptation allow optimum student performance and holistic interpretation of the evidence (taking contextual factors into consideration). All assessment involves sequences of subjective decisions; mechanistic marking schemes reflect earlier design decisions. Procedures to strengthen and verify teacher judgments can be introduced. Stereotyping is not inevitable. Each assessment occasion can be approached as a fresh opportunity to test hypotheses derived from prior impressions. Conscious bias is unethical. Unconscious bias requires constant vigilance. It is difficult for bias to survive evidence-based justification to students and their parents (a form of accountability). 2 Teacher Observation in Student Assessment An important argument in support of teacher observation is that teachers have access to a rich and diverse range of evidence on student learning outcomes from observations of their students; and that the capability of teachers to collect and interpret this range of evidence should be respected. Otherwise, a rich source of evidence on student learning outcomes is being ignored. In any case, the issue is not whether teacher observations should be used — since they are necessarily used informally during teaching — but how teacher judgments can be strengthened and improved so that they can be used for formal purposes, especially for reporting and certification. A strong justification for using teacher observation in assessment is its capacity to enhance assessment validity. By extending the range of possible assessments, teacher observation allows assessment to be more: †¢ †¢ †¢ †¢ †¢ comprehensive — ensuring recognition of all desired learning outcomes, especially those not otherwise assessable than in classroom contexts; connected — situated within familiar learning contexts and closely related to curriculum frameworks, learning experiences and pedagogical planning; contextualised — sensitive to the effects of context on performance and deriving assessment evidence from a variety of situations and occasions; authentic — interesting, challenging, worthwhile and meaningful to students; holistic — emphasising relatedness and connections in learning and involving performance on complex wholes rather than separate components. All of these characteristics can be supported as important for high quality learning and assessment. Assessments with these characteristics have better representation of, clearer relevance to, and stronger consequences for desirable learning outcomes. Appropriate representation, relevance and consequences are often now recognised as the requirements of valid assessments. Past practice in assessment, particularly in secondary schools, has not accorded much recognition to teacher observation for formal purposes. Some people have argued that while teacher observation is necessarily a component of classroom teaching, a clear distinction should be made between informal and formal assessment. For example, some educators argue that assessment situations should not be confused with learning activities. 3 This draws too firm a distinction. Certainly, there should not be strong accountability for first attempts. Also, reports need to indicate the progress made by students at the time of reporting. However, a firm  distinction between assessment situations and learning activities stems from over3 This is argued by Caroline Gipps in her book, Beyond Testing: Towards a Theory of Educational Assessment, The Falmer Press, London, 1994. 3 Discussion Paper on Assessment and Reporting concern for comparison and ranking. Where the aim is to map the student’s profile of demonstrated learning outcomes, standardised comparison is not the issue. The question is simply what justifiable evidence is there for concluding that the student has demonstrated a particular learning outcome. This does not require students to be ‘tested’ under controlled — and artificial — conditions. An alternative vision is one where assessment becomes incidental to and indistinguishable from learning activities. This allows for the strongest connection between pedagogy and assessment and, as already argued, a strengthening of the quality of the learning and the validity of the assessment. It can be argued that unless there is a strong connection between pedagogy and assessment, the assessment will be disembodied and discriminatory, that is, unconnected to any means for improving student learning and privileging students with existing cultural capital. Such an approach focuses on the student’s best performance over time and values the progress they are making (similar to ‘personal best’ in athletics). Howard Gardner puts it this way: ‘Rather than being imposed â€Å"externally† at odd times during the year, assessment ought to become part of the natural learning environment. As much as possible it should occur â€Å"on the fly†, as part of an individual’s natural engagement in a learning situation. Initially, the assessment would have to be introduced explicitly; but after a while, much assessment would occur naturally on the part of student and teacher, with little need for explicit recognition or labelling on anyone’s part. †¦ As assessment gradually becomes part of the landscape, it no longer needs to be set off from the rest of classroom activity. As in a good apprenticeship, the teachers and the students are always assessing. There is also no need to â€Å"teach for the assessment† because the assessment is ubiquitous; indeed, the need for formal tests might atrophy altogether. ’ 4 4 ‘Assessment in context: The alternative to standardized testing’, in B. R. Gifford M. C. O’Connor (Eds), Changing assessments: Alternative views of aptitude, achievement and instruction (pp. 78119), London, Kluwer, 1992. 4 Teacher Observation in Student Assessment COLLECTION AND RECORDING OF EVIDENCE All assessment requires the collection and recording of evidence of student learning. For the implementation of Council syllabuses, it has been recommended that the evidence focus on the demonstration of learning outcomes. Evidence is documentation that records, illustrates or confirms student demonstrations of learning outcomes. Collection and recording of evidence is necessary for two reasons: accountability — justification of the assessment judgments; and verification — confirmation of the assessment judgments. Accountability and verification are key factors in assuring the quality of assessments. †¢ †¢ Accountability (justification) means being able to explain and defend assessment judgments to students, their parent(s) and other teachers. Verification (confirmation) means being able to revisit the foundations for assessment judgments — being able to check their completeness, relevance and veracity. Teacher observations are primarily directed at the observation of events, performances and activities. In some cases, an artefact may be produced as a consequence of the event, performance or activity. In other cases, no artefact is produced and the event, performance or process iself is the sole focus of attention. An artefact is something constructed by the t student, for example, a worksheet, a piece of writing, a design, a painting, a composition, a webpage — in other words, a product of some kind. Teacher observation is not primarily concerned with the artefact itself but with the way in which the artefact was produced, that is, with the process. 5 Evidence of process, whether or not there is a resultant artefact, may involve either direct record or written record. These two types of record have different characteristics. A direct record keeps a ‘trace’ of the event through an audio-recording, a video-recording or a sequence of photographs. The activity or event might be, for example, a speech, a dramatic presentation, a group activity or a practical task. The term ‘trace’ emphasises that the record is not the same as the event itself. At best, it allows some features of the event to be represented and recalled. Some features of the event may be lost, such as the ‘feel’ of the occasion or the ‘spark’ between presenter and audience. Some features of the event may be filtered or distorted by the medium of recording, for example, through positioning and handling of the 5 In some cases, a sequence of artefacts may be produced and these may provide a progressive record of stages of production. These could involve, for example, a sequence of written drafts, initial designs, trial compositions, or tentative frameworks. In this case, the artefacts indicate milestones of development towards the final product. It is important to keep the total sequence of artefacts, together with annotations about contextual factors, such as the way in which the student has made use of comments and suggestions, so that a complete interpretation of what the student has done can be made. 5 Discussion Paper on Assessment and Reporting recording device. It is important, therefore, to realise that such a record offers only partial representation of the event. Nevertheless, such ‘traces’ are better than having no record at all. A written record can take the form of an observation sheet or a logbook (diary of events). Observation sheets can be more or less structured: at one extreme they contain checklists of learning outcomes; at the other extreme they contain broad categories for writing on-the-spot comments or annotations; and in between these extremes is a combination of them both. 6 A logbook provides a record of critical incidents or key comments (sometimes referred to as an anecdotal record); for accuracy of recall, entries need to be made as soon after the event as possible. The student’s name and the date also need to be clearly recorded. A sequential collection of such records is sometimes called a ‘running record’. When keeping an observation sheet or a logbook, written entries can be (relatively) high inference or (relatively) low inference. ‘High inference’ means that a judgment or interpretation is made, whereas ‘low inference’ means that the specifics of the event are described (without any attempt to interpret what they signify). Thus, using a checklist of core learning outcomes would involve high inference, whereas providing a descriptive account of student performance without direct reference to core learning outcomes could involve low inference. In the latter case, judgments relating to the demonstration of learning outcomes can be delayed until a variety of evidence has been collected. The advantage of low inference observations is that they are more ‘objective’ or ‘transparent’ and can provide a ‘closer-to-the-event’ basis for later verification; the specifics of the event are more easily accessible. The advantage of high inference observations is greater ease and efficiency in record keeping, but the specifics of the event are not then retrievable from the record. It is possible to record both a judgment (high inference) and a description (low inference), thus retaining some of the benefits of each. Descriptive accounts can include written commentary on student performance under specific headings on an observation sheet; critical incidents or significant events recorded in a logbook; and key performance features recorded in a logbook. Critical incidents and significant events are particularly noteworthy instances of the demonstration of particular learning outcomes (or the lack of it), especially those observed for the first time or demonstrated in a particularly dramatic or unexpected way. Key performance features are salient features of an observed performance whether or not they are particularly ‘critical’, including evidence that strengthens or confirms early judgments relating to student demonstrations of learning outcomes. When an artefact, direct record or descriptive account is kept and placed in the student’s assessment portfolio, the artefact, direct record or descriptive account can be referred to again at a later time in order to retrieve the specifics of student performance. This allows assessment judgments to be delayed until a convenient time or allows assessment judgments to be 6. Rating scales are not mentioned here since arbitrary distinctions of quality are not part of the assessment position espoused by the Council. However, the sequences of core learning outcomes (arranged in levels along a developmental continuum) provide quasi-rating scales. It is a matter of convenience and style whether a sequence of core learning outcomes is characterised as a quasi-rating scale (showing where the student is positioned along the developmental continuum) or simply an expanded checklist (showing which core learning outcomes the student has demonstrated). 6 Teacher Observation in Student Assessment verified on a subsequent occasion, for example, for purposes of moderation. It is difficult to verify written records of judgments without an accompanying artefact, direct record or descriptive account as a reference point. 7 Table 2: Summary of types of teacher observation evidence Focus on product — keep artefact(s) Focus on activity — record process †¢ Direct record (‘trace’) o Audio-tape o Video-tape o Photographs Written record o Observation sheet  § Checklist (high inference)  § Description (low inference) o Logbook  § Description of critical incidents  § Description of key performance features †¢ PLANNING FOR TEACHER OBSERVATION Teacher observations cannot be useful without planning. Different types of evidence require different types of planning. An essential requirement for  all types of evidence is anticipating the kinds of learning outcomes that may be demonstrated. This is particularly important where observation is incidental and where judgments (rather than descriptions) are recorded. Council syllabuses provide a framework of learning outcomes that serve as the perceptual reference points for recognising the characteristics of student performance. The framework of learning outcomes makes available to the teacher concepts and language for recognising and describing what a student knows and can do. Learning the structure, language and concepts of the framework therefore is a key aspect of planning for teacher observation, as it is too for teaching. Incidental observation necessarily involves little additional planning, apart from the normal planning of classroom learning activities for students. Incidental observation is opportunistic, 7 Where there is no supporting evidential record for the judgment, verification of the judgment is strictly impossible. The record of judgment needs to be considered in the context of other evidence collected from different times and events. Where it corroborates other evidence, the judgment is strengthened. Where it contradicts other evidence, more evidence may be needed. Ultimately, the weight of evidence is what matters. ‘Other evidence’ could include the judgments of other observers, that is, other records of judgment of the same event. 7 Discussion Paper on Assessment and Reporting  capitalising on revelations of student learning during regular classroom learning activities. In this sense it cannot be planned. It is essentially unanticipated. It can only be recorded through descriptions in a logbook. Although there may sometimes be an artefact to provide corroboration for the teacher’s observation, any process details depend on teacher description. Incidental observation is therefore the weakest form of teacher observation and would preferably be used only as supplementary evidence to support other forms o evidence. f Relying on incidental observation alone would be unsatisfactory (see caveats below). Planned observation can involve planning  for ‘in situ’ observation (in learning situations) or planning for set assessment tasks. There is little to distinguish these two situations in practical terms. However, as assessment becomes more important, particularly in Years 8 to 10, students may need to know when they are being assessed, since they may otherwise choose not to show their actual capabilities. Absence of demonstration of learning outcomes might not indicate incapability of demonstrating those learning outcomes but lack of appropriate challenge or opportunity. Formal assessment occasions would appear to become more important in the secondary school than in the primary school, at least for the present. 8 For all planned observations, whether ‘in situ’ or set tasks, thought needs to be given to how the event and/or the observations will be recorded. Consideration needs to be given to whether a direct record will be kept and what form of observation record will be made. The validity of teacher observations is strengthened by preparing an observation sheet that allows systematic recording of observations and judgments. An observation sheet may include checklists of learning outcomes and/or categories for describing student activities and performances. Learning outcomes might be made more explicit by listing their elaborations, components or criteria, that is, by providing more detail on the characteristics of the desired learning outcome. The advantages of prepared observation sheets include: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ opportunity to share learning expectations with students in advance encouragement of student self-monitoring and self-assessment clarification of the desired learning outcomes to guide learning focus on the desired learning outcomes to guide teaching cuing of attention to the full range of relevant learning outcomes having available an explicit and standard recording format ease of recording of student performance characteristics structured means of providing feedback to students. 8 In the long term, taking up Howard Gardner’s vision (see footnote 4), a more natural approach to assessment would require that classrooms become more like normal work environments. This does not necessarily mean that the student (as the worker) is under constant surveillance but that there are  opportunities to demonstrate their capabilities in situations that really matter (but are preferably ‘authentic’ rather than ‘artificial’). The necessary shift in assessment practice to support this is from ‘one-off testing’ to progressive demonstration of ‘best (sustained) performance’. Reformed assessment practice would place more onus on the student to demonstrate the desired learning outcomes (and to indicate when they think they are doing so) together with specific ‘invitations’ to students to demonstrate their level of development in relation to sequences of learning outcomes of increasing complexity. 8 Teacher Observation in Student Assessment  Disadvantages of prepared observation sheets include: †¢ †¢ †¢ †¢ the need to allow for several levels of learning outcomes on a single sheet it can be difficult to anticipate all the learning outcomes that might appear it is possible that other serendipitous learning outcomes will be missed students’ learning may be constrained by listed learning outcomes. The disadvantages are outweighed by the advantages. They can be overcome, in any case, by careful design of the observation sheet, tailoring it to the current stage of student development, and allowing space for additional observations to be recorded. Observation sheets should be used as a tentative organising structure for recording teacher observations rather than a limiting framework for the actual observations. Space also needs to be provided on the observation sheet for including descriptive details of the context. These details need to include any characteristics of the setting or the occasion that could have influenced the student’s performance, either positively or negatively, and that might be relevant in making a judgment about whether the student has demonstrated particular learning outcomes. The details can be physical (e. g. , uncomfortable surroundings), psychological (e. g. , personal attributes in stressful situations) or social (e. g. , other events in the life of the school or the student). Through all of this, it must be remembered that any written record  of observations is necessarily selective. Only certain features of student performance are likely to be noticed and can be recorded. Therefore, having a clear understanding and ready access to the framework of expected learning outcomes is essential. One technique for reducing the cognitive demands of open observation is ‘spotlighting’. This means targeting specific learning outcomes (across several levels of a strand) on particular occasions. This has the added advantage of ensuring systematic coverage of all relevant learning outcomes. However, it should not be pursued so religiously that evidence of other learning outcomes outside the spotlighting target is ignored. 9 FACTORS AFFECTING VALIDITY OF TEACHER OBSERVATIONS AND WHAT TO DO ABOUT THEM Teacher observations will be valid to the extent that the evidence is appropriately recorded and interpreted, that is, whether: †¢ †¢ the recorded evidence accurately represents the observed student performance the interpretation (judgment) of this evidence is justifiable. Accurate recording requires transparent and unbiased perception of the student’s performance. Justifiable interpretation requires careful consideration of what the student’s performance signifies, in terms of learning outcomes, taking into consideration any factors 9 Margaret Forster and Geoff Masters discuss ‘spotlighting’ in Performances: Assessment resource kit, Camberwell, Victoria, Australian Council for Educational Research, 1996. 9 Discussion Paper on Assessment and Reporting that may have influenced the performance. The use of the term ‘justifiable’ here emphasises that there may not be a single unequivocal interpretation of the evidence but rather that the interpretation should withstand challenge as being reasonable and defensible. There also may be a requirement that the interpretation be consistent with the interpretations of other teachers. 10 The following discussion covers some factors that can affect the accuracy of the recorded evidence or the justifiability of the interpretation or both.