Assessment

No Excuses University

MY PERSPECTIVE

Assessments are tools that should be used to help students learn and grow. They help to measure the progress of a student's learning and should be used to lead the student to better and higher education. Lopez's statement only validates my opinion on assessments. In many instances, the score that students receive on their assessment is used to determine how well a teacher did on their job, or how well a school or its faculty as a whole perform as educators. This in turn makes the assessment about the teacher. I believe that there is a need to change this way of thinking and make it about the students once again.

“Assessment is not about you as a teacher; it is about your students” (Lopez, 2013, ch. 8, p. 97).

DEFENDING ASSESSMENT PRACTICES

Keeping Lopez's four Assessment Practices questions in mind will help me to remember that my students' best interest comes first. It is easy to let assessments become about the teacher because as teachers, we want to make sure that our students receive the material well and perform successfully on tests. But because we want our students to receive good grades, we get distracted from the real reason why we perform assessments in the first place. By constantly asking myself Lopez's four questions, I can be reminded to assess my students as a way to monitor and enhance the quality of their learning, not the quantity of how much material they remember.

SUCCESSES & FAILURES

It is not easy to sit with a preschooler, give them a pencil and paper, and assess what they know like we do with older children. In my experience, I have to find creative way to assess my students. I use games, drawing activities, songs, group times, and even casual one-one-one conversations with my students to assess their academic, social, emotional, and physical progress. But when I have to perform a more formal assessment for a specific purpose, I notify the student and their family beforehand, explain the purpose and content of the assessment, then conduct the assessment. In this sense I feel that I have succeeded in making my students my partners in assessment.


However, this was not always the case in the past. The first school I taught in provided teachers with packets that contained several pages worth of information to ask the students. I disagreed with their method, but at the time, I did not know any other way. I failed to make my students partners in assessment.