Assessment Statement

Samantha Levert

In regards to assessment, it is important for an educator to always begin with a simple

question, what is assessment and what purpose does it serve? “Do you vary the way in which you

assess student learning?” was a question raised in, Strategies that differentiate instruction. As

answered above, the various assessments used throughout a unit have to keep in mind the ideal

that students learn and deepen understanding in ALL different ways. It is extremely likely that

assessment performance will greatly differentiate based on assessment type. Students learn in

different ways, therefore assessment for all should not look the same. Assessment is not only a

tool to observe and evaluate student learning, it is also a tool that can be used to guide and

modify instruction for educators.

A crucial piece of creating an assessment is to begin by developing student goals and

objectives- what do you want your students to take away from the content you are teaching? In a

education world where standardized testing has become the dominant means of assessing

proficiency or nonproficiency, we, as educators have to remember that an assessment should not

play a significant role in a student’s ability to demonstrate their knowledge. When considering

student knowledge, an educator must create a valid AND reliable assessment. A valid and

reliable assessment means that the assessment is not catered to any subgroup of students. This

may mean using gender neutral language and not referencing any specific cultural traditions or

ideologies to the advantages of any students. When considering emergent bilingual students- it is

important to remember that their bilingualism is a gift and they are NOT underperforming within

the content because of it-- they are simply learning proficiency in two languages and the

assessment needs to cater to whichever the student is most comfortable and most proficient to
truly test content knowledge. Differentiation of assessments is extremely important to ensure all

student success- and cater to all specific learning needs.

In regards to grading, accountability is priority. External factors will always play a role in

student life and for middle grade students, it is very often out of their control. Students should

understand and all be held accountable for assignments, homework, and assessments provided to

them. All of this being said, assessments should always provide students with individual

accommodations. Since grades exist, despite the controversial effect that may take on students-

my grading policy is simple, do the best you can. Students should be measured on growth and

not averages. Quality over quantity is the mantra I plan to implement within my grading policy.

Formative assessments are great tools to evaluate what students are learning through instruction

and also to target areas the student may need to grow in.

Assessment is not scary and can come in many formats. I believe project-based inquiry is

truly the best way to assess student knowledge. Project based inquiry (especially when done in a

summative assessment) really helps in cementing and deepening the critical thinking skills

students will have to exert in their adult life. Assessment is a tool for educators and for students.
 APA Citations:

Clay, B., & Root, E. (2001). Is this a trick question?: a short guide to writing effective

test questions. Topeka, Kan.?: Kansas Curriculum Center?

Nunley, K. F. (2008). Differentiating the high school classroom: solution strategies for

18 common obstacles. Thousand Oaks, CA: Corwin Press.

Stiggins, R. J. (2014). Revolutionize assessment: empower students, inspire learning.

Thousand Oaks, CA: Corwin.