The Revealing Nature of Assessment

Assessment is about your students


A teacher can find it fairly easy to use assessment as a measuring tool for their ability to teach. This should not be the case! While there are definitely opportunities presented for teaching plan and execution modifications when completing an assessment, a teacher must remain committed to using these situations to collect information (Lopez, 2013). By applying the information collected to organizing a comprehensive priority list, the students will benefit from the reduction of tedium found in classic classrooms where testing and grading has been used to initiate change management. Every resource should be tapped to facilitate the learning process appropriately. Parent and student partnerships should be established and developed. A continual platform for learning should also be used. Teachers should never use assessments as a means for creating a difficult class with no purpose. An assessment should be given with the attention of improving the student in their ability to respond to adversity and grow as a learner.

Defending our Assessment Practice

Engagement and focus of the student is key to the learning process regardless of the subject. The questions mentioned in "No Excuse University" by Lopez provide a platform for students' to participate in the learning process. Assessments can be tailored to fit the classroom to ensure that ambiguity is reduced and a united effort for education can be assembled through using assessment as a tool in the learning process toolbox.


In my experience, students have been able to adapt their class participation to the lectures. During the lecture, I will use the key words that this fact or tidbit is important. I will then turn and put that tid bit into the assessment. This has now prompted the students to take notes and write down these pieces of information to succeed in the assessment. Varying the lecture to include parts to write down and coming up with relevant materials makes the planning fun.