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RUNNING HEAD: Assessment Philosophy

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Assessment Philosophy
Ashley ONeil

Assessment Philosophy

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Assessment is an important part of learning and teaching. For


assessment to be effective in the classroom, teachers must
continuously adapt their teaching methods and monitor student
learning. A teacher cannot expect for all students to learn the
outcomes if they are not assessing in a variety of ways. Assessments
provide feedback to students on their progress and show ways for
them to improve. I hope to provide feedback that is both constructive
and encouraging in an environment that promotes students learning
and improvement. In my classroom, I will use diagnostic assessments,
formative assessment, summative assessment and student-centered
learning with evaluation.
A form of assessment that I find to be very helpful is a diagnostic
test. Diagnostic assessment provides teachers with information, which
shows where to begin their teaching. It provides the teachers with data
on what the students know and do not know. This form of assessment
allows the teachers to evaluate, which areas students struggle with
and excel in, using this information the teacher can then plan lessons
based on the students prior knowledge. This form of assessment is
also helpful to the students as it activates prior knowledge and
indicates what will be taught. For example, before starting a new unit I
would provide students with a pre-test to better understand what level
each students is at and tailor my lesson plans to meet their needs.

Assessment Philosophy

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I feel very strongly about formative assessment. This type of


assessment is beneficial for both teachers and students. Formative
assessment takes place during the teaching and allows for adjustments
and to improve learning. There are two components (1) assessment for
learning and (2) assessment as learning. Assessment for learning uses
tools to collect information about students learning. For example, for
learning could be a form, which students to fill in to reflect on their
learning. Assessment as learning uses assessments that allow students
to monitor and reflect on their own learning and make adjustments.
This type of assessment can be a formal or informal process that helps
both teachers and students to understand how to improve teaching
and learning. I believe this form of assessment should be done
frequently and should provide students with feedback that will help
them improve.
Summative assessment takes place at the end of a unit or term
to show student progress. Assessment of learning is a form of
assessment that informs teachers about students understanding of
the curriculum outcomes. For summative assessment to be beneficial,
tests must be well constructed and provide an accurate representation
of success criteria and indicators of achievement. Summative
assessment should not be the only form of assessment but should
follow frequent formative assessments. With this type of assessment
students should be given the opportunity to show their knowledge in a

Assessment Philosophy

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variety of ways during of formative assessment. This may include final


projects, unit tests, presentations, and exams etc.
Understanding students is a large component of teaching. As a
teacher you need to understand that each and every student in your
class has a different perspective and each student brings something
with them to each class that can sometimes hinder their learning
experience. My role as a teacher is to try to understand their
perspective and to meet them in the middle to help them reach their
potential. To accomplish this, I will concentrate on a student-centered
classroom. I will consider the learning styles and differentiate my
lessons and assessments to benefit the needs of my students.
Assessment can be done in various ways that determine
students learning. As teachers we need to adapt and continuously
change and revise our methods of assessing and evaluating students
learning. Through the use of diagnostic assessments, formative
assessment, summative assessment and student-centered learning I
hope to ensure that students are provided with feedback that will be
beneficial to their learning.

Assessment Philosophy

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References
Brown, K. L. (2003). From teacher-centered to learner-centered
curriculum: Improving learning in diverse classrooms.
Education,124(1), 49-54. Retreived from
http://web.b.ebscohost.com.proxy.hil.unb.ca/ehost/pdfviewer/pdfvi
ewer?sid=77af16ae-cc95-4671-a7adac79c8a67680%40sessionmgr112&vid=1&hid=106
Government of Manitoba, Education division. (2006). Rethinking
classroom assessment with purpose in mind. Retrieved from
http://www.edu.gov.mb.ca/k12/assess/wncp/.
Marzano, R. J., & Association for Supervision and Curriculum
Development. (2006). Classroom assessment & grading that work.
Alexandria, VA: Association for Supervision and Curriculum
Development.

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