PHILOSOPHY OF ASSESSMENT 1

Assessment Philosophy

Erika Limkilde

St. Thomas University

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Introduction:

Assessment is a huge part of a students educational experience and the main goal of teachers
assessing students is to improve student learning. I believe that there are three main aspects to
assessment that should be included in the classroom; Assessment for learning, assessment as
learning and assessment of learning. In my class, I plan to ensure that students have the best
educational experience possible and to reach this goal I believe that students also need to be
involved in the assessment process. When students are involved in their own assessment, they
are required to think about their learning and articulate their understanding- which in turn helps
them learn (Davies, 2011). Involving students in the assessment process allows them to be
successful and feel good about learning.
Assessment for learning:
Assessment for learning, or in other words diagnostic assessment is a way to inform my
instruction and what route I plan to take in a particular subject area or unit. This type of testing is
done at the beginning of each unit to help guide my teaching and to see what students may have
as prior knowledge and any misconceptions they have about that topic. After this procedure I can
adapt my instruction accordingly. This method is both diagnostic and instructional. It is
diagnostic because it allows the collection of additional information to clarify and test
hypotheses about what the learner needs, but it is instructional because it provides opportunities
to try out methods for working with a student (Wixson, 1991). This strategy is very beneficial
not only for me, but also for my students and any questions they may have about a topic. Some
examples of diagnostic instruction include group discussions, Know, Want, Learn (KWL
charts), think-pair-share, and concept maps.
Assessment as learning:
If someone were to walk into my classroom it would be very evident that assessment as learning
is one of the most important aspects of teaching to me. Using assessment as learning helps
develop students metacognitive processes and focuses on the role of a student as the critical
connector between assessment and learning. Evaluations need to be done throughout the entire
year in many different ways, but one that I see as most beneficial for students and one that is
very much over looked are different types of formative assessment. For example, self-
assessment, checklists, anecdotal notes, observations, entrance/exit slips and many more.
Using self-assessments in the classroom is something that I have done with my students and
found it to be very helpful for them and myself. When modeled by the teacher in thoughtful
ways, self-assessment returns voice and ownership to students. In turn, the teacher is able to
better support the changing needs of each student (Bingham, Holbrook, 2010). Self-assessment
can play a powerful role in the relationship between a childs motivation and academic
achievement. I found that when I placed the assessment in my students hands, they were more
inclined to do well for themselves not just to receive a good mark. When students participate
in both self and peer assessments, it allows them to find their own mistakes and improve their
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metacognitive abilities without the need of the teacher.

By implementing formative assessments throughout the entire school year will give me the
proper data I need for students to be successful in my class while giving them immediate
evaluative feedback. It gives recognition for achievement and growth, and includes clear
directions for improvement. Assessment as learning encourages students to think about, and
respond to, the suggestions. And it focusses on both quality and learning (Citizenship and Youth,
2006). Each student learns at a different rate and the way I assess my students learning is very
important to me; formative assessment allows for differentiation in the classroom around
assessment.
Assessment of learning:
Assessment of learning is the final strategy that I plan to use with my students. This type of
assessment typically takes place at the end of a unit or topic. Summative assessments are used to
confirm what students know and to demonstrate whether or not students have met the standards.
During assessment of learning, it is imperative that I use assessments that provide accurate and
sound statements of competence for students. This strategy is designed to provide evidence for
parents and other educators of students achievement (Citizenship and Youth, 2006). Because
these types of assessments can often seriously affect students in a negative way it is crucial that
the types of summative assessments that students can look forward to instead of dread. Students
need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic
and consistent with current thinking in the knowledge domain (Citizenship and Youth, 2006).
There are many alternatives to summative assessments rather than giving a test or exam. For
example, in my class summative assessments would be portfolios, exhibitions, performances,
presentations, simulations, multimedia projects, and a variety of other written, oral, and visual
methods.
Conclusion

There are many different ways of assessing students in a classroom and I believe that all aspects
of assessment should be considered when teaching. Assessment for learning will guide my
instruction, assessment of learning will give me the proper data I need to help my students be
successful, and assessment as learning confirms what my students have learned on a certain
topic. Although I have very strong opinions about what I believe is important, and what I wish to
have in my classroom, I know that as a teacher I will be a life long learner and that I have much
more to learn about assessment. At this point in time, I see formative assessments and self-
evaluations as something that should be done frequently to ensure that students are motivated
and increase their academic achievement but I also see the importance of the other strategies that
are used to assess.

References
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Bingham, G., Holbrook, T., & Meyers, L. (2010). Using self-assessments in elementary
classrooms. Phi Delta Kappan, 91(5), 59-61.
http://dx.doi.org/10.1177/003172171009100515
Davies, A. (2011). Making classroom assessment work (3rd ed.). Bloomington, Ind.: Solution
Tree Press.
Manitoba Education, Citizenship and Youth. (2006). Rethinking classroom assessment with
purpose in mind: Assessment for learning, assessment as learning, assessment of
learning. Retrieved from http://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf
Wixson, K. K. (February 01, 1991). Diagnostic teaching (Assessment). Reading Teacher, 44, 6,
420-22.