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a valuable tool used to measure student understanding in the classroom. When done
properly, assessment in the classroom can encourage students and help them thrive in
their positive learning environment; when done poorly, assessments in the classroom can
believe I can work towards this goal through using the concept of triangulation of data
a teacher, I think it’s crucial to recognize the importance of assessing students in a variety
of ways. “When teachers are seen to value all evidence of learning – both qualitative and
quantitative – then students come to understand that everything they do, say, and create is
potentially evidence of learning” (Herbst and Davies, 2014, p.13). In this philosophy of
assessment paper, I will explain how I plan to value all evidence of learning, and will also
Formative Assessment
is one of the best and more important forms of assessment. Formative assessment is a
strategy that should be frequent and ongoing in order to properly gauge students’
learning. It should be varied in a manner so that it meets the needs of every student.
There are various types of formative assessments, and when used together will
provide sufficient information to both the student and teacher on student learning. An
where teachers take notes on students during class discussions and both individual and
group work in order to keep track of student learning. Other methods of formative
assessment include conferencing, where teachers and students discuss student progress
and learning, entrance and exit slips, where students have the opportunity to share and
on the feedback they are providing students on their various types of formative
constantly receive feedback throughout the day and learning process that is consistently
guiding them towards reaching their goal and should offer what steps are necessary in
order for them to succeed (Herbst and Davies, 2014). Feedback should also be tangible
criticism; these points also being tangible; students should feel as though they can and
will achieve their goals. While giving feedback, I believe it is equally important to give
but rather provides a snapshot of student comprehension at one specific time. My goal is
accomplish this goal, there must be more focus placed on the feedback than grades and
There are a few ways of reducing test anxiety; one strategy I utilized very
frequently during my first field placement was providing students with choice. Students
were offered choice not only in the way they provided evidence of their learning, whether
it is a test, project, speech, or model etc, but also within the final product. From my
experience, students were more comfortable and overall less stressed when writing tests
While providing choice, it was equally important that I allowed students to co-
construct the criteria of their final product with me. “It is important to co-construct
ownership” (Davies, 2011, p. 57) When students are provided opportunities to participate
and contribute their ideas with regards to their assessment, they are more likely to
become engaged in the product and have an overall better understanding of what is
a test or complete a project, students will understand that learning is continuous and that
all concepts are equally important and valuable. Allowing re-tests provides students with
an opportunity to show their growth in learning while also putting them in charge of their
own learning. By using a re-take form, I will be asking my students to complete all
previous work, contemplate their original test and questions they have missed, and reflect
on where they went wrong on their original assessment (Wormeli, 2011). I will be
working with students and providing them specific and descriptive feedback so that they
can produce work that more closely aligns with curriculum and our expectation (Herbst
Conclusion
classroom. My ultimate goal as a teacher is to allow and help my students thrive and
flourish through their own strengths in my classroom. I want my students to actively take
part in their learning and assessment. I want to put more emphasis on “assessment as
learning” and encourage students to take responsibility for their own learning and work
together with them to create learning goals that encourage continuous growth and
development.
References
Davies, A. (2011). Making Classroom Assessment Work, 3rd Edition. Courtenay, BC:
Connections Publishing and Bloomington, IN: Solution Tree Press.
Herbst, S and Davies, A. (2014). A Fresh Look at Grading and Reporting in High
Schools. Courtenay, BC: Connections Publishing and Bloomington, IN: Solution Tree
Press.
Kohn, A. (2011). The Case Against Grades. Educational Leadership, 69(3), 28-33.
Wormeli, R. (2011). Redos and Retakes Done Right. Efective Grading Practies, 69(3),
22-26.