In the world of educating, planning, teaching and assessments come hand in hand;

by developing my plans I am also developing my assessments. It is satisfying to know that my

planning, instruction and assessments are continually changing to better meet the needs of my
students.
In developing my plans I continuously review my assessment practices and look for
opportunities to change my practice to better assess my students and meet their specific learning
needs. By paying attention to the variety of learning needs within my
classroom and remaining open to all forms of assessment allows me to meet the needs of my
students and while considering their strengths and weaknesses.
First, I always look at the needs of my students and evaluate the learning levels that they
are working at and how they learn best. I have to take into account if they are on a modified or
adapted program or simplify learn in a different way. Assessing for learning means that I need to
determine how this individual student learns best before I can determine how to best assess this
student.
Secondly, I look at summative assessment as the next necessary tool to be used in the
classroom. Using summative assessment, I can determine if the curriculum is being understood
in terms of a quiz, test, paper or project. More important to my practice is my formative
assessment.
Finally and perhaps most importantly, is formative assessment. Formative assessment
truly guides my instructional practice. I use it as a means of improving my practice
and providing a stronger emphasis towards learner focused instruction. I have the opportunity
to identify strengths and weaknesses in my students learning. When I notice
students struggling it can be addressed immediately and a change of practice can occur. This
helps to insure that gaps are not occurring and ensures that a true assessment is taking place.
The role of the administration is to continue modelling and presenting the different types
of summarize and formative assessment. Administration should be mentors that are
actively watching and encouraging change of assessment practices. By continuing
to advocate for the student and putting the students needs first we will create
an environment where teachers are able to deliver different types of student assessment in order
to maximize students growth and potential learning capabilities.