Ghizas

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Assessment Philosophy
Assessment plays a vital role in the formation of a thriving classroom. I believe that the

way that a teacher chooses to assess and provide his or her students with feedback, has a
direct influence on the way that students not only perceive a particular class or subject, but
also on the way that they understand their abilities as students. It is my goal as an educator to
create a classroom that uses assessment as a tool that not only highlights the individual
strengths of my students, but also provides them with the tools they need to build on these
strengths and succeed within a classroom environment. In order to create this strength based
assessment system, I believe that I will need to use a mixture of diagnostic, formative and
summative assessments.
Diagnostic assessment is a tool that allows teachers to examine their students prior
knowledge on a concept (Black 12). This form of assessment can be created through the use
of a class discussion, questionnaire, or a group brainstorming session, where students are
asked to discuss their previous knowledge of a subject. Well the frequency of diagnostic
assessments may be rare, the potential role that they play in a classroom is extremely
important. During my practicum I was able to see the powerful role that this assessment can
play when used on an individual level. My form of diagnostic assessment was a conversation
calendar, which allowed me to have a one-on-one conversation with my students over a
period of one week. On this calendar I asked students to tell me about themselves and what
they felt their strengths and weaknesses were as a student in that particular subject. The
information I received from this practice was extremely valuable, as it allowed me to plan my
unit with an understanding of what my students enjoyed doing and felt they could excel in. I
used this knowledge to play to their strengths and create a bond with my students that
allowed our classroom to become a community where they felt comfortable taking chances.
While diagnostic assessment played a key role in providing me with valuable knowledge
about my students, it was through formative assessment that I was able to take this
knowledge and use it to build stronger lines of communication between my students and
myself.
Formative assessment is the biggest tool that teachers and students have to rely on.
This form of assessment provides teachers with the opportunity to both examine student
knowledge, as well as connect with each student on a one-on-one basis, so that we can
provide them with feedback and motivation to continue working towards their learning goals. I
believe that formative assessment should be done regularly, and should provide students with

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the opportunity to learn without the fear of failing. In order to create this environment in a
classroom, I believe that a teacher must use formative assessment to not only check-in with a
students understanding of the material, but to also challenge their ability to use and
manipulate this new knowledge in different situations. One way that I would like to challenge
my students understanding of new concepts is by creating an authentic learning experience.
An authentic learning experience as described by Fisher Fray, is an experience that starts
with an essential question for our students and asks them to critically examine, discuss and
find a solution to the question using all of their available skills. The use of an authentic
learning experience allows the teacher to witness how our students choose and use
information, while taking part in a meaningful activity (72). By creating an environment of
formative assessment where students feel free to experiment and try new ways of answering
questions or examining situations, we are creating an environment that is filled with creativity,
and no longer with the fear of failing or not excelling. Through frequent formative
assessments I will be able to create authentic non-pressure learning experiences for my
students and provide them with a clear image of their own progress. At the same time, I
believe that formative assessment can be used as a tool to also check-in on a students
understanding of basic concepts; by using exit slips, reflections, check-lists, or any form of
practice assignment in a classroom, a teacher is providing the students with a chance to
question and process new information without the pressure to always have the right answer. I
believe if formative assessment is used properly, it will create an environment that nurtures a
love for learning, questioning, and critically examining new situations.
The final element of my strength-based assessment system is summative
assessment. It is my belief that summative assessment should be seen as the last step in a
formative process. Summative assessments would never be a one-day assignment or a
homework package, it is an assignment that takes place in the classroom and includes time
for formative feedback and peer evaluation or self-evaluation, before it is to be handed in and
marked. My reason for continuing formative feedback and check-lists throughout a summative
assignment is based on Robert Marzanos discussion of drive theory, and the idea that well
designed practice activities and strong communication between students and teachers can
help to reduce the power that a fear of failure can have in a classroom. If a teacher is taking
the time to walk their students through an assignment step-by-step, and providing them with a
detailed rubric or check-list that will be used in the final assessment, students will have a
greater understanding of what their task is, of why it is important, and of what we as teachers

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are looking for. The more knowledge and understanding of an assignment that our students
have, the greater the results will be. It is because of this that I see summative assessments
as a tool that should always be combined with either, a form of peer/self evaluation, or an
opportunity to co-construct the rubric as a class. By asking students to become involved in
the marking process, we will strengthen their understanding of how assignments are marked,
and of what the skills they need to develop in order to successfully complete an assignment.
Robert Marzano argues that assessment may be one of the most powerful weapons
in a teachers arsenal, and after some deliberation I would have to strongly agree with this
statement (3). It is my goal as an educator to create a classroom that fosters a desire and
enjoyment of knowledge, and I believe that smart assessment will be one of the main
contributors to my success in this goal. I want my students to feel free to question, examine,
and learn in the way that they believe works best for them. In order to do this I believe that
their needs to be a focus on diagnostic and formative assessment, and that students should
be constantly pushed to understand and make connections between what their learning
outcomes are and the assignments that they are being assigned. It is my hope that I will be
able to create an assessment practice that not only provides students with the tools to
understand their learning goals, but that will also provide them with an opportunity to practice
new concepts without fear, and to see their education as an on-going and exciting process.

References:

Black, Paul., & Dylan William. (2009). Developing the Theory of Formative Assessment.
Journal of Personnel Evaluation in Education, 21.1, 5-31.

Fisher, Douglas., Frey, Nancy., & Ian Pumpian. (2011). No Penalties for Practice.
Educational Leadership 69.3, 51-80.

Marzano, R.J., & Association for Supervision and Curriculum Development. (2006).
Classroom assessment & grading that work. Alexandria, VA: Association for
Supervision and Curriculum Development.