Heather Morgan

EDUG 507
PRQ #4
How Students Learn Through Assorted Assessment Measures
Due to the diversity of our student population, using only one form of assessment does
not accurately measure the understanding, knowledge, or learning of all students. According to
Gardner, each student has a unique skill set or combination of intelligences upon which
students solve problems and create a product of learning (Gardner, 1991, p. 100). Just as no two
persons are the same, due to the infinite combinations of genetics, neither are any two students
the same, due to factors such as multiple intelligences, learning styles, academic and social
experiences, and cultural backgrounds. As a result, teachers must first incorporate a variety of
assessment methods, and second, provide opportunities for self-assessment and reflection. This
will ensure that all students are supported in their learning and assessment.
It is expected of teachers in the state of California to use multiple measures and sources
of assessment in order to implement data based decisions in instruction to address the needs of
individual students (CTC, 2016, p.18). This means that students are not bound by traditional
written or typed responses. Instead, teachers provide more interactive and engaging opportunities
for students to demonstrate knowledge through performance based assessments. For example,
students can apply their understanding of content in other formats, such as speech, drawing and
illustration, film, music, dance and movement, visual art, or sculpture and model (CAST, 2011).
Technology based tools include, Animoto, which provides students with a way to make a video
presentation using music and images, and ToonDoo, which provides students a way to create

comics in order to express their ideas. In performance based assessments, students will not only
gather information, but create a product of their learning and present their understanding using
technology.
Furthermore, using a variety of medium in assessment increases the ability of ELs and
students with special needs to display their learning. Although ELs may have an understanding
of the content, ELs are often challenged to demonstrate knowledge using the necessary
vocabulary, reading, and writing skills that are part of standard assessments (Burden and Byrd,
2015, p. 289). However, ELs will be more successful with such opportunities that widen their
range of expression (CAST, 2011). Encouraging ELs to use visual art, can aid their
understanding of specific vocabulary terms by attaching meaning to a concrete idea or physical
representation. Students can use the translation features on apps or websites to be able to access
instructions and better communicate ideas using their primary language. Teachers can also
incorporate assessment tools that work well with assistive technology in order to adapt
assessment for students with special needs. For example, students who have difficulty navigating
the computer, specifically a keyboard and mouse, can use voice recognition software. There is
even a device that can be used to help a person without the use of arms. With a mouth guard on
one end and a single plastic tip on the other, the mouth stick helps a person navigate a touch
screen or operate a keyboard (http://webaim.org).
Secondly, it is expected of teachers in the state of California to involve students in selfassessment and reflection on their learning goals and progress and provide students with
opportunities to revise or reframe their work based on assessment feedback (CTC, 2016, p.18).
This means that students should self-monitor their learning according to teacher feedback. As

Guillaume (2008) suggests, this can be started by guiding students in a personal reflection on
their own graded work samples, score reports, or report cards, for example, to set their own goals
(Guillaume, 2008, p. 191).
For example, while a kindergarten teacher in Nevada, I performed frequent one-on-one
assessments using the online prompts on AIMSweb for letter sound fluency (LSF) and nonsense
word fluency (NWF). Before starting the assessment, I informed each student of their previous
score in reference to their goal line and end goal. Then, I asked the student to set a new goal for a
number of correct items. If and when they met their goal they were praised, rewarded, and
recognized. My students were aware of their progress, which caused them to take responsibility
for their own learning. They were motivated to reach the goal they set for themselves. If I could
go back and do it again, I would give my students an opportunity to share how their current
progress affected their end goal. I would have them discuss their frustrations or successes
verbally and in writing.
In conclusion, providing assorted assessment measures addresses the needs of all
students, including ELs and students with special needs. Teachers can promote success for all
students by assisting them to set their own goals and to reflect on their learning. As they work to
analyze their own progress, students become more independent and practice a higher level of
thinking (Guillaume, 2008, p. 190). Furthermore, students become motivated to learn and
achieve when they take responsibility for their learning.

References
(n.d.) Motor disabilities: Assistive technologies. Retrieved from
http://webaim.org/articles/motor/assistive#mouthstick
Burden, P. R. & Byrd, D. M. (2015). Methods for effective teaching: Meeting the needs of all
students (7th ed.). Boston: Pearson.
CAST. (2011). Universal design for learning: Guidelines version 2.0. Retrieved from
http://www.udlcenter.org/aboutudl/udlguidelines/principle2
CTC. (2016). Teaching Performance Expectations. Sacramento, CA: California Commission on
Teacher Credentialing.
Gardner, H. (1991). Creating the future: Intelligence in seven steps. Baltimore, MD: New
Horizons for Learning.
Guillaume, A. (2008). K-12 classroom teaching: A primer for new professionals (3rd ed.). Upper
Saddle River, NJ: Pearson Education, Inc.