NEU - Assessments

By: Josephine Simmons Dennis EDU 650 / Instr: Dr. Smith

"Assess for the greater success of our students"

In Chapter 8, Lopez sends a resounding message: “Assessment is not about you as a teacher; it is about your students” (p.97). He goes on to say that our reason for assessing students should be grounded in our commitment to use the information collected in a way that helps us generate greater success for our students.


  • If all teachers were to view assessments as Lopez has put it in a nutshell, school districts would experience rousing high scores on the assessments. I tend to agree with Lopez that the assessments should be about measuring the progress of the students and finding ways in which to assist them to improve.

Defending Assessment Practices

Consider the 4 questions Lopez lists under “Defending our Assessment Practices” (p.98). 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?



  • Four questions that Lopez posed give the teacher the opportunity to self-evaluate the reason or reasons for assessment, and hopefully improve on the manner in which the assessments are used, and to think or re-think about the purpose of assessing the students and how it will help.


  • For instance, he asks. Why? I do not currently have my own class, but if I were to have one, I would participate in the assessment for the greater good, which is to help students succeed. He also asks, to share the value found in assessment. He goes on to ask if there is an assessment that is of no value to the students. And finally, if there is an assessment that is hard to deliver but the teacher does not want to ask for help. Usually, these may seem like simple questions, but they are questions all educators need to ask themselves to help them help the students better.


  • If there are some that are afraid to ask for help, these questions will bring that fact forth and hopefully give them the boost they need to go and ask for the help that they need. In so doing, they will be able to administer the assessment properly; which will help the students more than harm them.

Assessment success and/or failure in partnership

Being in partnership with the students in the development and administration of the assessment seems far-fetched to me right now, seeing that I do not have my own class. However, having the teacher utilize the multiple intelligence that are found in the class could help to produce a more favorable result as far as assessments go.