My perspective of assessments!

Lopez's quote and statement

Reference: Lopez, D. (2013). No excuses university: How six exceptional systems are

revolutionizing our schools (2nd ed.). Turnaround Schools Publications.

I totally agree with Lopez’s quote that “Assessment is not about you as a teacher; it is about your students”. Using assessment in my classroom helps me to gain knowledge and skills that my students acquire, therefore, it’s not about me as the teacher. This validates my mindset. I have always believed that assessments drives student learning. Assessment should also support and improve student learning. We should make students as comfortable and aware as possible when it comes to assessments. We should explain what we are doing and what we need them to do in a comforting manner.

As well I agree with Lopez 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. The information that we collect from assessments should be used to plan lessons that will enhance student learning. With this information we are able to see skills that students need to improve and this is when we have the guidance for instruction. We can then interpret what each student needs and how we can provide the resources for individualized planning. We may even decide to promote small group activities. Whatever will be beneficial for the students is what we should do. In my classroom I am able to do both. I plan according to the knowledge that I gain from the assessments.

"Defending our Assessment Practices"

Questions to consider related to assessments:

1. Why are you participating in the assessments that you use with students?

I know for a fact that some of the assessments I am using is because I am told to use these assessments. There are some assessments that I also use on my own because I like the fact that they involve students. I tend to use these assessments more which provides more feedback.

2. Can you share in explicit detail the value that you find in each assessment?

I can share in detail the value of the assessments that I have chosen on my own. The assessments that have been chosen for me to use I don’t think that I would be able to share in detail the value re which provides more feedback.

3. Do you participate in assessments that you find no value in for students?

I have previously participated in those assessments that I have found no value in. I now understand more about assessments with value and this is why I have chosen to use those with value on my own. e which provides more feedback.

4. Are you using an assessment you have no idea how to deliver, but are afraid to ask for help with?

I have understanding of the assessments that I use and have used. I am the type of individual who doesn’t mind asking for help. I have not always understood every assessment but I have not hesitated to ask for help either. This adds value of making sure that I am mindful to always keep students first in assessments. This helps me to remember that it is not about me. My goal is that my students are successful and with that being said I must always advocate for them.

Students are my partner in assessment!

I believe that I have succeeded in making students my partner in assessments. I haven’t always succeeded in this because I once used certain assessments because I was required to. At this point in my profession I understand more about assessments and how student learning can be affected. I am grateful to say that I am doing better because I now know better! I intentionally use assessments with value that encourages student participation. I am able to explain assessments to students which helps them to feel more comfortable about the assessment. This encourages them to fully participate. I aim to make this process operate as smooth as possible for students.

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