Sydney Milligan

Ed3504
October 16, 2017
Assignment 1, Part C

Investigating Issues in Assessment: Reflection on ADHD in the classroom

The process of creating this assignment with my group was very intriguing
and fun. We had many ideas that all formed together to create a great learning
experience through a presentation about assessing ADHD in the classroom. Our
main focus as a group was to find multiple ways to assess ADHD and we all chose to
focus on different topics that are applicable to the ongoing topic. When I was
deciding which area to focus on, I thought, what a better topic then to research and
discuss how teachers view ADHD in the classroom and in students. I found heaps of
information on how teachers could assess their students and what the best formats
were to find out the severity of the mental disorder and alternative learning
strategies one could use to ease learning for those who struggle. I found this topic
very interesting because this was my very first step into the direction of teaching,
which put into perspective what I will have to experience when I finally am in a
teaching role.

Some key things I learned while forming this project about assessment are
that being reliable, valid and fair in assessment is very important. Regardless of the
format whether it be through formative or summative assessment, each format
must be included and must be valued to find out more about learning levels and
achievement in your classroom. Validity within this case with assessing ADHD
would entail a test, quiz, or large assignment and within that, we as teachers would
ask, Did that assessment cover what it was intended to? McMillan (2001)
mentioned, Opportunity to learn means that students know what to learn and then
are provided ample time and appropriate instruction (p.69). I believe this quote
relates to validity because the degree to which your students perform and the level
in which you expect them to reach begins with you as the teacher. The instruction
you give must be fair, clear, and concise. With those attributes, an assignment is
valid to your students. This article will help me in my teaching because it
highlighted all of the key factors that teachers must follow in able to be fair within
the classroom. I will always refer back to Classroom Assessment, Principles for
Effective Instruction, because many of the passages are now stuck in my head and
will forever be.

Reliability relates to ADHD on a much deeper level, as those with ADHD

might need a different format of assessment because of their mental disorder. In this
case, giving a child with ADHD an assignment, test etc. that is the same as every
other student, may lead to a lower success rate because they may struggle with that
format, thus in the end will not be an accurate representation of their knowledge.
According to Miller, Linn & Gronlund (2009) A third meaning of fairness would
require that students be provided with an adequate or equal opportunity for
learning (p.18). This statement in the article explains that not every student learns
 Sydney Milligan
Ed3504
October 16, 2017
Assignment 1, Part C
in the same way, and each should be given the chance to express what he or she
knows through whichever format best suits his or her learning.

It is important as teachers to know where your students are sitting

academically and what type of learners they are. It is only fair to assess what you
have taught them and to not assess accordingly to the group as a whole. Whether it
is important that being fair is to assess each student on an individual basis because
each learner absorbs information differently. I learned that assessment can branch
out in many different directions and can be foreseen in many areas that are
important in the classroom. Using fair, valid and reliable assessment and attitudes in
the classroom, you as a teacher will be far more successful. Getting to know your
students personally and being invested in their learning will only clarify how you
can be more fair, valid and reliable as a teacher to a group of students who are all
unique in their own way.
 Sydney Milligan
Ed3504
October 16, 2017
Assignment 1, Part C

References

Miller, M.D., Linn, R, L., Gronlund, N,E. (2009). Measurement and Assessment in
Teaching, 1(10), 18-19.

McMillan, J, H. (2001) Classroom Assessment. Principles and Practice for Effective

Instruction, 68-76.