Assessment

Assessment is not about you as a teacher

Perspective on "Assessment is not about you as a teacher, it is about your student "

My perspective on "Assessment is not about you as a teacher, it is about your student" ( Lopez, 2013), is that assessments is more than just test, observations and academic skills that show how you as a teacher are doing your job. Assessments should involve the student as much as it involves the teacher. Students should feel comfortable, relaxed and understand exactly what you are doing and why. If you just sit a student down, hand them a book to read (while you are sitting in front of them with a notepad) and than expect them do well on the assessment it is setting them up for failure.
"The litmus test for our assessments must include a deep focus on student involvement because it inevitably leads to student achievement. If we cannot explicitly show how students are engaged in assessments that we deliver, then we cannot sufficiently defend the use of those very assessments" (Lopez, 2013).
Assessments are suppose to help a child succeed not judge them for what they don't know.

How my mindset on assessment has changed or been validated.

My view on assessments have changed after reading chapter 8. I never even thought about involving children in their own assessments. I had a lot of assessments done on me as a child because I had an IEP. I remember how nervous and uncomfortable I always felt knowing that I was being tested and judged. I felt so nervous that I was going to say or do something wrong and every time I say a teacher write down something I felt like I just failed. If my teachers would have talked to me the way that doctor talked to Lopez's daughter I would have felt a lot more comfortable about the whole process. I wished the teachers would have gone over their assessment with me to help me feel at ease with everything at the end.

Defending our Assessment Practices

These questions will help me figure out what am I going to do with the data after the assessment is done? What purpose is the assessment going to bring to the student and teacher as a whole? Asking these questions will let me know if I am doing these assessment for a reason or just to say that I did one. There is nothing worst than making a child go through an assessment for no real good reason. If the student is not going to get anything out of it in the end then it's just a wast of the students time.
Keeping these questions in mind will help me better assist with assessments and help me be more prepared when I do one. I will understand exactly the point of the assessment and what I hope to get out of it for the student.

Ways I have succeeded/failed to make students my partner in assessment?

After reading chapter 8 I think that I have failed in making students my partner is assessment. I just never really thought of it as something being important. My assessments really have been more about me and the information that I need and not about the student. Even though I work with smaller children ages 18 months-3 years. I think it is important to have them be apart of the process. I think it gives all children, especially the older ones, more of a fair chance to do as well as possible on each assessment.

Reference

Lopez, D. (2013). No excuses university: No excuses university: How six exceptional systems are revolutionizing our schools (2nd ed.) Turnaround Schools Publications.