What is assessment and how do we effectively use it in the classroom? The answer to this question, for myself anyways, remains unknown. Looking back at my experience in school, assessment was based around tests – I pushed myself to get “good grades” and based my self-worth on how “well” I was doing in school. Years later, we still see schools as competitive institutions, which I believe is a result of living in a success-driven society. Recollections of stress, anxiety and fear still resonate with me when thinking about assessment. This is something that I hope students in my classroom will never experience. Today, as a pre-service teacher, I find assessment petrifying – but how can I move away from the negativity? I still have not found the “key” to successful assessment and am unsure if I ever will. However, I have compiled a few thoughts on how I might approach assessment at this point in my journey to becoming an educator.
- Assessment needs to be based off of entire life experience, not just learning that takes place in the classroom – what could potentially affect learning?
- Pre-assessment is vitally important – we need to know what prior knowledge and experience students are bringing to the classroom. We cannot assume or have pre-set expectations of students, as this only sets them up for failure. Once we have completed a pre-assessment, planning learning experiences that cater to the learning styles of all students can be achieved.
- Differentiated assessment – we need to ensure students are not penalized as a result of oppressive assessment tools. If a student’s learning does not reflect success through an assessment, it could mean that the assessment tool in place is not conducive to their learning style – CHANGE IT UP!
- Self-reflective teaching practices – allows me to continuously adapt my teaching and assessment strategies to ensure they are effective in supporting success in all learners.
- Allowing students to demonstrate their knowledge in multiple ways – assessed in ways that honor their unique learning styles. Learning that takes place cross-curricular opens up more opportunities to represent learning = more opportunities for a variety of assessments.
- Have students brainstorm ideas on how they should be assessed – what things should we as educators be looking for when we look at your learning processes? For example: constructing a rubric for an assignment alongside the students, both parties are contributing to the assessment process. Students become leaders in the assessment process – taking responsibility and ownership over their learning.
- Ensure students are aware of what they are being assessed on and what the assessment will look like – no surprises. It is also important to deliver these instructions in multiple ways (orally, written, pictorially, etc.).
- Anecdotal records based on observations – showing a progression/growth – assessment that takes place over time.
- Including students in the assessment process – conferencing/goal setting conversations, self-assessment, and peer-assessment. This allows educators to get more of a “full-picture” idea of student progress – over-time collecting observations.
- Assessment must reflect what is being taught (instruction) – how can we assess students on something they have yet to learn?
- Giving students feedback on their work > always assigning a grade – allows students to take constructive feedback and apply it to future learning experiences. This fosters self-confidence/worth, rather than lowering confidence (if a student does not get a grade they are satisfied with).
- Encouraging students to self-reflect (ex: journal writing) – we as educators can see a reflection of their journey, as well as they can use this as a tool to help them self-assess their learning.
- Assessment does not solely need to take place at the end of a learning experience – assessment can be ongoing.
Despite reflecting on what my future assessment experiences may look like, there are still things I am unsure of. How am I able to assign a “grade” to all learning experiences? Some learning experiences benefit the student by experiencing personal growth and reflection – how can I place a “grade” on something like that? How do we extend knowledge and learning beyond the summative assessment of an experience? Do we need to perform summative assessment in order to ensure our students have met the delivered outcomes? I believe that the first step in exploring assessment is self-reflection – if we do not reflect, we may not notice areas of improvement within ourselves. Assessment is a journey that I will forever be trying to navigate through alongside students – assessment will be a process involving “we” rather than “me”.