I’ve been pondering the snapshot analogy for assessments in schools. If we accept that any traditional school assessment task is simply a snapshot in time—capturing very little of the totality of the learner—it opens up so many questions. Does the type of camera, the lens, the lighting, and the angle affect the way the snapshot is seen? Who takes the photo? What role do selfies, school photos, family portraits, police mugshots, or passport photos play in how we assess? And what about Photoshop—does that extend the analogy further? These musings led me to a deeper exploration of how we capture learning.

The Camera, Lens, Lighting, and Angle

Imagine a snapshot taken with a camera. The type of camera, lens, lighting, and angle all influence how the subject is portrayed. The same is true of assessments:

• The Camera: This represents the assessment tool. Is it a standardised test, a creative project, or a hands-on performance? Each tool captures a different “resolution” of the learner’s abilities.
• The Lens: This reflects the focus. Is the assessment wide-angle, capturing a holistic view of the learner’s journey? Or is it a telephoto lens, zooming in on one specific skill or knowledge area?
• Lighting: The assessment environment plays a significant role. Is the student under stress, or are they inspired and supported? Lighting impacts the clarity of the picture—just as context impacts performance.
• The Angle: Perspective matters. Assessments designed by teachers, peers, or self-reflection provide different “angles” on the learner. Each perspective tells a unique part of the story.

Who Takes the Photo?

The photographer—or assessor—has a powerful influence on the outcome.

• Selfies: When students engage in self-assessment, they have control over how they present themselves. This empowers them to showcase their strengths but requires guidance to align with learning objectives.
• School Photos: Traditional assessments create uniform snapshots, capturing everyone in the same pose and backdrop. While this promotes consistency, it often fails to capture individuality.
• Family Portraits: Collaborative projects highlight how learners contribute to group dynamics and teamwork.
• Police Mugshots: High-stakes tests focus on compliance and ticking boxes, often at the expense of creativity or context.
• Passport Photos: Minimalist assessments that capture just enough to “get by” without revealing much depth.
• Paparazzi Photos: These represent unstructured or unannounced observations of learners. Like candid paparazzi shots, these assessments may capture raw, unfiltered moments of learning but can also feel invasive or unrepresentative, especially if learners are caught off-guard or in an atypical moment.

Curriculum and Pedagogy: Setting the Scene

The curriculum and pedagogy underpin the “rules of photography” in education. They dictate the purpose, scope, and style of the snapshots being taken. For instance:

• A curriculum that prioritises rote learning and standardisation produces mugshots—clear but lacking depth.
• Innovative pedagogies like project-based learning encourage time-lapse photography, capturing the student’s growth over a period of time.
• Pedagogies grounded in student agency empower learners to take their own photos, giving them ownership over their narrative.

This is particularly evident when examining initiatives like NAPLAN (National Assessment Program – Literacy and Numeracy) and ACARA (Australian Curriculum, Assessment and Reporting Authority). These frameworks often rely on standardised tests as the dominant “camera” used to assess learners. While NAPLAN provides some valuable data, it also reinforces snapshot-style evaluations that may not reflect a student’s full range of skills or learning potential.

For neurodivergent students, the rigidity of these assessments can be especially problematic. They might excel in creative or hands-on learning environments but struggle to perform within the constraints of a one-size-fits-all snapshot. Such experiences can contribute to feelings of inadequacy, anxiety, and even school refusal. When snapshots fail to capture their strengths, these learners are left with photos that distort rather than reflect their capabilities.

The Role of Presentation: Albums, Prints, and Screens

The way a photo is presented significantly affects how it is perceived—and the same is true of assessments. Think about the different formats in which photos are shared:

• Photo Albums: Portfolios of work provide a curated, sequential view of the learner’s growth, much like a well-organised album tells a coherent story.
• Wallet-Sized Prints: These represent concise summaries of learning, such as report cards or single-page rubrics. They’re portable but lack the depth of larger formats.
• Wallpapers on Devices: Ongoing, prominently displayed representations of learning, such as digital badges or interactive dashboards, keep achievements visible and relevant.
• Printed Images: These are akin to tangible, finalised projects that can be shared and displayed, offering a physical representation of the learner’s effort.

Different modes of presentation serve different purposes, and educators should consider how the “format” of an assessment impacts its reception by both learners and external audiences.

The Role of Studio Shots and Photoshop

• Studio Shots: These are polished, curated assessments like capstone projects or final presentations. They showcase what students can achieve with preparation and support but may not reflect their day-to-day learning process.
• Photoshop: Editing brings up questions of authenticity. How much of the assessment reflects the student’s own effort versus external help or polish? While “edits” (like peer feedback or tutoring) can improve outcomes, they also blur the line between potential and reality.

For neurodivergent students, “Photoshop” might mean scaffolding, adaptive technologies, or alternate pathways that help them better represent their learning. While these tools are essential for equity, they highlight the need for assessments that value process as much as product.

Subject Specialists and Their Photos

Different subject areas use unique “photography styles” to assess students:

• Math: A clinical, precise mugshot that focuses on clarity and correctness.
• Art: Experimental, emotional snapshots that reflect individuality and creativity.
• History: A wide-angle lens that places the learner’s understanding within a broader context.
• Science: High-definition close-ups that emphasise critical thinking and experimentation.
• Physical Education: Dynamic action shots that capture process and progress.

How Representative Are These Snapshots?

No single snapshot can capture the full narrative of a learner. They provide a fragmented mosaic, leaving out critical dimensions unless diverse tools and perspectives are employed. This leads to deeper questions:

• How do we ensure assessments represent the learner’s journey, not just a moment in time?
• Are we capturing growth, creativity, and resilience, or just compliance and memorisation?

Extending the Analogy

1. Time-Lapse Photography: What if we assessed over time, capturing the learner’s growth and journey? Portfolios, project-based learning, and reflective journals serve as “time-lapse captures.”
2. Interactive 360° Photos: Holistic assessments that incorporate peer feedback, self-assessment, and teacher evaluations to create a fuller picture.
3. Deepfakes: Represent the danger of over-curated, coached, or inauthentic performance, which might “look good” but lack genuine learning.

Final Thoughts

Assessments should do more than take snapshots; they should tell a story. By rethinking how we “capture” learning, we can move toward a system that values growth, individuality, and authenticity. Let’s use our cameras wisely, adjusting the lens, lighting, and angle to better reflect the vibrant and complex narratives of every learner.