Assessment

Komisha Moody

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

Assessments are important to students because they provide students with immediate feedback on where they are in the learning process. Assessments give students guidelines of the teachers’ expectations of them. Assessments confirm what students know and the areas they need to improve. Although assessments provide important information to the teacher, they are particularly important for students.

DEFENDING OUR ASSESSMENT PRACTICES


  1. Why are you participating in the assessments that you use with students?
  2. Can you share in explicit detail the value that you find in each assessment?
  3. Do you participate in assessments that you find no value in for students?
  4. Are you using an assessment you have no idea how to deliver, but are afraid to ask for help with?

How might you use these questions in your current or anticipated practice? What value might it add to your practice by keeping these questions in mind?

These questions can be used to remind teachers of the importance of assessments. These questions can also be used to show if the assessments being used are effective and appropriate. Assessments are an integral part of instruction. They help to determine if whether or not goals are being met. Assessments are a direct indicators of the effectiveness of the teachers’ delivery of the curriculum. When a teacher can tell in detail the importance of each assessment, they can use the data of the assessment for the improvement of the students and their teaching practice. Instructors should not participate in assessments that show no value for the students. Instructors should research assessments when they find themselves without the knowlege of how to deliver them to the students because this could result in ineffective results.

Student Involvement in Assessment

Assessments in the classroom should include some student involvement. Students are great sources of information when it comes to getting to know what they have learned and how they have learned it. Students are eager to show others what they know. So it makes sense to consult the student when creating classroom assessments that are generated to show what students have learned and what they know. I usually choose a small committee of three to work on formative assessments. I try to select students from each performance level to provide their input. When Students are involved in classroom assessments this helps to build a partnership between the teacher and student. When students participate in the creation of classroom assessments this also helps to build confidence within the student.

References



Lopez, D (2013). No Excuses University: How Six Exceptional Systems Are Revolutionizing Our Schools. https://content.ashford.edu/books/AUNEU.15.1/sections/title



Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc.