Assessment Beliefs

1. In my classroom, I will frequently assess students in order to provide feedback for present and
future learning.

As stated by, To Begin With, We Must Understand This Realm of Educational Assessment,
“Teachers gather information in the moment to decide how far an individual has progressed in
her or his learning and what should come next to or find out whether their instructional strategy
is working” (Stiggins, 2014, p. 12). To ensure that students are continuously learning in my
classroom, I will be assessing them frequently. Assessments may include informal assessments
such as the instructor asking probing questions while students are completing assignments in
class. I will do my best to balance the number of informal and formal assessments that will be
given to students so that I can receive different kinds of feedback to improve my teaching
practices.

2. Assessments in my classroom may occur at any time such as before, during, and/or after
instructional time.

Students should be aware that I will assign various kinds of assessments that may or may not be
completed during their time inside of my classroom. Since I want to accommodate for different
learning preferences, I will do my best to assign engaging and relevant assessments when it is
appropriate. My goal is not to overwhelm students with assessments outside of the classroom so I
will limit the number of assessments that I will have students complete after instructional time.
However, it is necessary for me to see how well students are understanding the material from
class when I am not with them.

3. If students do not feel comfortable or have difficulty with a particular kind of assessment, I
will do my best to provide alternative assessments.

I hope to create an environment in my classroom in which students can reach out to me if they do
not feel good about a particular type of assessment. If students feel as though a particular kind of
assessment would not accurately display their knowledge of the content discussed in class, I am
willing to work with the student to provide an alternative assessment. However, students must be
aware that they must contact me in advance in order to successfully and fairly assign any
alternative assessments.

4. In my classroom, I will make it my responsibility to best assess all students equally and fairly.

I understand that not all students learn in the same manner. In my classroom, I will do my best to
make the necessary accommodations and modifications for assessments in order to assure that
students feel as though they are being assessed equally and fairly. I will make sure to check-in
with students and their parents if I notice any need for a modification or accommodation for an
assessment. I will make it my mission to assure that each student is provided with the necessary
resources to complete an assessment.

5. I will use final assessments such as the EOC, EOG, and/or other forms of standardized testing
as a future reference for my teaching practices.
I recognize that standardized testing does not accurately represent each individual student and
their potential, however, by assessing the results of standardized testing, I can see which areas of
my teaching I can improve in. As mentioned by A Child Is Not A Test Score, “It is clear that
large numbers of students of color, low-income students, and immigrant students, feel that their
future are being destroyed by a test for which they have not been prepared” (Neill, 2009, p. 31). I
do not believe it is fair for students to feel this way about standardized testing so I will make it
my mission to help students gain confidence in this area of their academic journey and be
prepared for the standard testing they are required to take.

Works Cited

Stiggins, R. (May 2014). To begin with, we must understand this realm of educational

assessment. Revolutionize assessment.

Neill, M. (Fall 2009). A child is not a test score: assessment as a civil rights issue. Root &

Branch. Retrieved from advancementproject.org.