Rebecca Tremblay

Assessing for Optimal Learning

Assessment is a necessary step in the educational journey of every student. Assessment
provides learning landmarks for the student, their parents, their teachers, their school and their
district. Every type of assessment should be driven by a specific purpose, and closely tied to the
objectives set for each course. When done correctly, assessment is a valuable tool for supporting
classroom learning. Furthermore, assessment assists the teacher in reflecting on his/her
instructional methods, with potential for improvement.
My philosophy of assessment comprises of diagnostic, formative and summative
assessment. Diagnostic assessment, also referred to as pre-assessment, is the first step, and
should be undertaken at the beginning of the school year or when starting a new unit. It allows
the teacher to pinpoint the students' prior knowledge and abilities, as well as areas of weakness
and struggle. Diagnostic assessment provides a baseline for understanding how much learning
has been achieved when the lesson is complete.
Assessment for Learning
Formative assessment is the natural continuity to assessment in the classroom, and
encompasses Assessment for Learning and Assessment as Learning. Formative assessment
should challenge and encourage students to share their knowledge. Learning objectives should be
clearly indicated to students from the beginning. The primary purpose of Assessment for
Learning is to improve learning. As a teacher, it will help me to determine the next steps in
advancing student learning. My students and I will understand that mistakes are an important
part of learning, because they identify opportunities for improvement and learning. Three
important questions will guide Assessment for Learning in my classroom: Where am I going?
Where am I now? How will I get there? (Government of New Brunswick, 2014).
Within Assessment for Learning, supportive feedback will have an important place. The
effect that feedback has on a student does not only depend on the information transmitted, but
also on the delivery of the message by the one giving the feedback. The attitude of the person
receiving the feedback is also an important consideration. If undertaken properly, feedback can
provide tools to students for improving their work. If done incorrectly, it can impede learning
and feel like a confirmation of the student's inability (Brookhart, 2012). In my classroom, I will
be sure to provide clear feedback during the learning cycle, focused on learning outcomes. I will
include models and exemplars with the feedback, and allow class time for learners to implement
the feedback. Feedback will be efficient, supportive and positive.
Assessment as Learning
The other necessary component of formative assessment is Assessment as Learning,
which is about guiding students and giving them the opportunity to monitor and reflect on their
learning. It comes in the form of self-assessment, and allows students to think about their next

Rebecca Tremblay

steps in achieving class outcomes. Self-assessment contributes to engagement and ownership of

learning. Coupled with descriptive feedback, it provides a strong foundation for self-regulated
learning.
The Four Stages of Implementation
The teacher's role in utilizing assessment is to plan, support, monitor, and verify learning.
The planning stage occurs prior to instruction and makes use of formative assessment to
determine student learning goals toward curriculum outcomes (Government of New Brunswick,
2014). Examples include observations, pre-tests, teacher-student discussions and K-W-L charts.
The supportive stage occurs during instruction, and approaches formative assessment with the
use of student portfolios, journal entries, conferences and descriptive feedback.
The monitoring stage happens between instruction and uses formative assessment to
check-in on a student's progress. Examples of monitoring are open questioning, reading records,
self and peer assessment, and traffic lights. The verification stage is generally used after
instruction, and encompasses formative assessment to confirm student knowledge (Government
of New Brunswick, 2014). It assists in adjusting instructional strategies. It can be delivered in the
form of exit activities, think-pair-share, portfolios and projects.
All in all, formative evaluation revolves around set learning objectives, ensuring the
student's work and learning are on track with these objectives. I will implement formative
assessment regularly to inform my instruction and verify that my students are achieving the
targeted goals.
Assessment of Learning
Summative assessment should be the concluding step of assessing a student's learning.
Assessment of Learning is the main focus in summative evaluation, designed to confirm what
students know. The purpose is to certify students and notify parents or others of the students'
proficiency in terms of the learning outcomes. It can be delivered in the form of graded
classwork, end of unit tests, exams, school or district common-assessments and year-end reports.
It is vital that the basis for Assessment of Learning be credible and defensible, because it directly
contributes to pivotal decisions that will affect students' futures.
Reference points
When assessing student performance, I will refer to reference points to understand the
achievements of my class as a whole. These reference points include how the student compares
to the predetermined criteria, learning outcomes or expectations (outcome-referenced); how the
student performs in relation to the performance of their peers (norm-referenced); and how the
student performs in relation to their previous performances (self-referenced) (Manitoba Minister
of Education, 2006). I will make sure to clearly distinguish the reference points in order to

Rebecca Tremblay

provide my students, their parents and the general public with accurate and meaningful
information on the stages of their learning.
Conclusion
It is important to keep in mind that both summative and formative evaluation should aim
for the same objectives. The evaluations must directly connect with the knowledge and abilities
demonstrated by the students during in-class activities. Assessments should be fair, offer many
choices and include encouraging feedback. My aim is to have students experience assessment in
a positive way and be intrinsically motivated. I will steer away from rewards, keeping the
purpose of learning the learning itself, rather than a prize or a grade. I will challenge and
encourage my students to share their knowledge, and maintain a classroom environment that is
student-focused, as opposed to teacher-focused; in this way, teamwork, collaboration,
experiential learning and peer sharing will be the driving force for advancing student learning
and achieving educational outcomes. I will set valuable learning objectives and ensure that the
students are aware of the expectations, but I will also provide a space for students to create their
own; thus, learning objectives will become much more significant. Finally, my classroom will be
one fueled by collaboration, motivation and hard work, where all learners are valued, supported
and encouraged.

Rebecca Tremblay

References
Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2004). Working inside the black
box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8 - 21.
Brookhart, S. (2012). Stratgies d'valuation en cours d'apprentissage. Chenelire ducation
Inc. Montral, Qubec.
Government of New Brunswick (2014). Formative Assessment Pamphlet. The New Brunswick
Ministry of Education. Fredericton, NB.
Manitoba Minister of Education, Citizenship and Youth (2006). Rethinking Classroom
Assessment with Purpose in Mind. Retrieved from
http://www.edu.gov.mb.ca/ks4/assess/index.html