Philosophy of Assessment:
Using Assessment Effectively to Enhance Student Learning
Traditionally assessment has been used simply as a means of providing students with a grade at the end of a unit or section of instruction before moving on to new material; however, the role of assessment in student learning extends far beyond the assignment of grades. When properly implemented, assessment is an effective tool that can be used to direct instructional practices, enhance student learning and motivate students to engage in the learning process.
When designing course material, a teacher must first begin by unpacking the general curriculum outcomes to create specific learning targets. Once these learning targets have been established, the next step is to determine how they will be assessed. Traditionally, paper and pencil tests have been the preferred method of assessing student learning; however, using projects and performances can allow students to demonstrate what they have learned in unique and creative ways. As well, students will be more likely to engage if they are able to incorporate their personal interests into classroom learning. In any classroom, a variety of assessment instruments should be used over the duration of the course to incorporate various learning styles so that all students have the opportunity to excel.
Prior to beginning instruction, a pre-assessment should be used to determine what skills and knowledge students already possess. Based on the results, instruction can be tailored to fit the needs of the students. Furthermore, a pre-assessment provides the opportunity to identify students who may experience challenges so that from the very beginning they can be given the extra support they need to succeed. Additionally, a pre-assessment provides feedback to students and allows them to acknowledge their own strengths and weaknesses. Using this feedback, students can write personalized learning goals that can be used throughout the course to track their own individual progress. This allows students to relate to the material being taught and provides motivation for students to take ownership of their own learning.
Once instruction begins, it is crucial that formative assessment be frequently administered in order to monitor students’ progress. If necessary, instruction must be revised in order to make sure that students are continually working towards achieving mastery of the course learning targets. Formative assessment also allows for additional feedback to be given to students about their learning. As a result, students who are experiencing difficulty have the opportunity to seek the extra support they need to succeed. This prevents students from falling so far behind that they feel they are unable to catch up with their classmates.
When it comes time to summatively assess students’ learning, the assessment instrument must be reviewed to ensure that its items appropriately reflect the actual classroom instruction. Items that include material not taught are considered to be invalid as they set students up to fail. As a result, these items should be removed as to avoid negatively impacting student motivation. On the other hand, assessment items must cover a broad range of information so that students have the opportunity to demonstrate all that they have learned. A table of specifications can be used to ensure that all learning targets have been assessed at some point throughout the instructional period. Furthermore, a table of specifications allows the teacher to verify that their assessment instrument goes beyond simply assessing knowledge to incorporate higher-order thinking skills from Bloom’s cognitive taxonomy such as understanding, analysis and evaluation.
After a summative assessment has been delivered, it is important to have an intervention plan in place to assist any students who have not met the required learning standards. By allowing a student to move on without mastering the material, the teacher may inadvertently reinforce the notion that the studied material is not important, or that the student is not capable of succeeding. Instead, having students earn the opportunity to be re-assessed sends a message that failure is not an option. For students who may require more time to absorb information, this approach also puts into practice the belief that all students are capable of learning – just perhaps not at the same pace.
Finally, assessment can most effectively be used to guide instruction when there is cooperation among department members. Common assessment practices provide teachers with the opportunity to compare and contrast their students’ results with those of their colleagues. As a result, teachers are able to use assessment results to identify successful instructional practices and problem-solve for areas in which students are struggling. This reflection on instructional and assessment practices is crucial in helping both students and teachers strive for success and work towards continually improving.
References:
DuFour, R. (2007). Once upon a time: A tale of excellence in assessment. In Ahead of the Curve: The Power of Assessment to Transform Teaching & Learning. Doug Reeves (Ed.), 253-267. Solution Tree: Bloomington IN.
Fisher, D., & Frey, N. (2007). Using projects and performances to check for understanding. In Checking for Understanding: Formative Assessment Techniques for Your Classroom. ASCD: Alexandria, VA, 72-97.
Marzano, R. (2006). The case for classroom assessment. In Classroom Assessment & Grading that Work. ASCD: Alexandria VA, 1-11.
When designing course material, a teacher must first begin by unpacking the general curriculum outcomes to create specific learning targets. Once these learning targets have been established, the next step is to determine how they will be assessed. Traditionally, paper and pencil tests have been the preferred method of assessing student learning; however, using projects and performances can allow students to demonstrate what they have learned in unique and creative ways. As well, students will be more likely to engage if they are able to incorporate their personal interests into classroom learning. In any classroom, a variety of assessment instruments should be used over the duration of the course to incorporate various learning styles so that all students have the opportunity to excel.
Prior to beginning instruction, a pre-assessment should be used to determine what skills and knowledge students already possess. Based on the results, instruction can be tailored to fit the needs of the students. Furthermore, a pre-assessment provides the opportunity to identify students who may experience challenges so that from the very beginning they can be given the extra support they need to succeed. Additionally, a pre-assessment provides feedback to students and allows them to acknowledge their own strengths and weaknesses. Using this feedback, students can write personalized learning goals that can be used throughout the course to track their own individual progress. This allows students to relate to the material being taught and provides motivation for students to take ownership of their own learning.
Once instruction begins, it is crucial that formative assessment be frequently administered in order to monitor students’ progress. If necessary, instruction must be revised in order to make sure that students are continually working towards achieving mastery of the course learning targets. Formative assessment also allows for additional feedback to be given to students about their learning. As a result, students who are experiencing difficulty have the opportunity to seek the extra support they need to succeed. This prevents students from falling so far behind that they feel they are unable to catch up with their classmates.
When it comes time to summatively assess students’ learning, the assessment instrument must be reviewed to ensure that its items appropriately reflect the actual classroom instruction. Items that include material not taught are considered to be invalid as they set students up to fail. As a result, these items should be removed as to avoid negatively impacting student motivation. On the other hand, assessment items must cover a broad range of information so that students have the opportunity to demonstrate all that they have learned. A table of specifications can be used to ensure that all learning targets have been assessed at some point throughout the instructional period. Furthermore, a table of specifications allows the teacher to verify that their assessment instrument goes beyond simply assessing knowledge to incorporate higher-order thinking skills from Bloom’s cognitive taxonomy such as understanding, analysis and evaluation.
After a summative assessment has been delivered, it is important to have an intervention plan in place to assist any students who have not met the required learning standards. By allowing a student to move on without mastering the material, the teacher may inadvertently reinforce the notion that the studied material is not important, or that the student is not capable of succeeding. Instead, having students earn the opportunity to be re-assessed sends a message that failure is not an option. For students who may require more time to absorb information, this approach also puts into practice the belief that all students are capable of learning – just perhaps not at the same pace.
Finally, assessment can most effectively be used to guide instruction when there is cooperation among department members. Common assessment practices provide teachers with the opportunity to compare and contrast their students’ results with those of their colleagues. As a result, teachers are able to use assessment results to identify successful instructional practices and problem-solve for areas in which students are struggling. This reflection on instructional and assessment practices is crucial in helping both students and teachers strive for success and work towards continually improving.
References:
DuFour, R. (2007). Once upon a time: A tale of excellence in assessment. In Ahead of the Curve: The Power of Assessment to Transform Teaching & Learning. Doug Reeves (Ed.), 253-267. Solution Tree: Bloomington IN.
Fisher, D., & Frey, N. (2007). Using projects and performances to check for understanding. In Checking for Understanding: Formative Assessment Techniques for Your Classroom. ASCD: Alexandria, VA, 72-97.
Marzano, R. (2006). The case for classroom assessment. In Classroom Assessment & Grading that Work. ASCD: Alexandria VA, 1-11.