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

How has your mind changed?

Assessment deals more with the students and not so much the teacher. When I began working in 2nd grade, assessments in my opinion were useless. I felt as though I taught all week long and now the students will be assessed on what they learned and they will know it because its all fresh. As time progressed I understood them a lot better. The assessments I later found out could be used to help me help the students in need, as well as be a form of data collection for further evaluation if necessary. It also helps the student to see what they need to work on.

Lopez's 4 questions under "Defending Our Assessment Practices" (Lopez, 2013, p.98)

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

I would use the questions to get a clearer understand of why I am using such assessment. I would evaluate the assessments in order to be able to provide explicit details in reference to each assessment. I would also look at the assessments in order to ensure that value is being provided for my students and that the assessments are not time fillers and that the students nor myself are just wasting time.

What value might it add to your practice to keep these questions in mind?

By keeping the questions in the forefront of my mind it would help me to make sure that all of the assessments are intentional. I would make sure that every time I give an assessment that I have a clear goal in mind when giving it, and that my students are clear on those goals when being assessed. This helps add value to me as a teacher because it helps me to always remember that at the end of every lesson the ultimate goal is that the students learn the material and that when they are assessed they are able to provide the information that has been taught.

In what ways have you succeeded/failed to make students your partner in assessments?

My students become my partners at the beginning of the lesson throughout the assessment process, Again, the lessons are intentional, I teach the lessons with the intent that the students will learn a certain concept or gain a certain idea. The students come in by being open to learning and adding their input in the lessons and taking the assessments with the intent of showing what they know or have learned in the lessons. My students always get a pep talk, they are always encouraged to do their very best, in order to do so they have to be attentive and participate which also makes them a partner in the learning process.


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