Assessment

No Excuses University - Chapter 8

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

In this class, we've read how teachers often fall victim to common pitfalls of being an educator. One way is by upholding quantity over quality. In my opinion, Lopez's statement means that everything that is done in the classroom should be about the students and their success in progression. When conducting an assessment, the focus should be on figuring out where the student is at that time academically and cognitively and where they should be going. The results of an assessment should guide the teacher in his/her lessons that would extend/expand the student's knowledge and understanding of the lessons. A teacher's lesson should focus on ensuring that their students excel; not just in how many lessons are completed, but they the students got out of each lesson. Teachers' lessons should be student-centered. I agree with Lopez's statement, especially working with three and four year old students. I thrive on how my students soak up what I teach them. I ensure that they understanding and are able to apply their lessons both inside and outside the classroom. This statement validates my thought process on what it truly means to be an educator.

Defending Assessment Practices...

In my opinion, the assessments I currently use with my students do have value. I conduct these assessments to determine the confidence levels of my students in various age-appropriate academic areas. The questions posed in this area is a good foundation to use when comparing which assessment(s) is/are best suitable to the students. The outcome of assessing my students will help dictate lessons are more suitable, appropriate and conducive to their learning and progression. When assessing my students, it is done privately on a 1:1 basis. To steer away from making the students uncomfortable or anxious about giving the right answer, I tell them it is a game. It keeps their interest and the environment is safe for them to answer questions freely as they sit fit. I allow my students to express which "games" they'd like to continue playing. This could be seen as a form of partnership. I believe taking away the stigma of always getting the answers right and making learning a participating activity are so beneficial for the students and their learning.

References

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