Part III: Self-Reflection on Classroom Assessment Practice

Kathryn Dal Zin

EDUC 534
University of St. Joseph

Assessment Competencies: More Confidence Gained or Confidence Over-estimated?

I am extremely critical of myself and what I do in my teaching practice. Therefore, when
asked to assess my abilities, I tend to over-criticize and assess my abilities below what they may
actually be at any given moment. I felt both excited and nervous about taking this particular
course, as I have always felt assessment was one of my weakest areas of my teaching. I think
this is the big factor for all 5 Keys showing growth, and no areas being over-estimated. The
other factors I believe that contributed was the structure of the course itself. Psychologist
Bandura (as cited in Moesgaard, 2014) claimed there are four major sources that contribute to
self-efficacy: performance accomplishments, vicarious experience, verbal persuasion, and
physiological states. Throughout the course, we have been asked to participate in weekly
activities to improve our understanding and skills focused around the 5 Keys to quality
classroom assessment (performance accomplishments). We also had class discussions which
helped us gain understanding through the lens of others experiences (vicarious experience). As
we completed our portfolio pieces and assignments we received verbal feedback from our
professor and peers on the things we were doing well and could improve upon which built up our
confidence (verbal persuasion). As I mentioned previously, I was really nervous to take this
course and with that anxiety played in to my initial rankings and perspective of my abilities
(physiological state). It would seem that psychologically speaking, I had all four sources present
to help contribute to an increase in my assessment self-efficacy.
In regards to Key 1: Clear Purpose, I initially rated myself with a low of 0 and a high of 3
(See Figure 1). By the end of the course I confidently rated myself a 4 for all indicators. I
absolutely understand formative and summative assessment uses, when to use them, and their
impact on student achievement. I can look at my classroom level formative and summative
assessments and see how they fit into the larger picture for my students who will take a program
completion test at the end of their four years with me. By having a clear purpose defined for
students, they are more likely to succeed.

Key 1: Clear Purpose

I can identify the key users of classroom assessment information
and work to meet their information needs.
I understand formative and summative assessment uses and know
when to use each.
I understand the impact of formative assessment practices on
student achievement.

Rating 1/
Date:
0

Rating 2/
Date:
3

Rating 3/
Date:
4

Figure 1. Self-Reflection of Key 1: Clear Purpose from beginning to end.

With slight modifications to my current skill and standards sheets, given to each student
at the start of each unit, I believe I can achieve fours on the last indicator for Key 2 (See Figure
2). As of right now, most of my skill and standards sheets are written in a format that is not
student-friendly. By translating these into student-friendly language, my students will be able
to better interpret what is being asked of them over the course of each unit or section. I am still
working on being able to classify the learning targets and deconstruct broad content standards,
such as common core state standards. I worked in class with two cohort members to deconstruct
the following standard: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text. Because there are several
components here, it was difficult for me to pull out each learning target, the type, and the
rationale by myself. I was glad to have my cohort group members to work with. I did find I had
an easier time deconstructing many of my animal science specific state and national standards.
Key 2: Clear Targets
I can classify the learning targets I am teaching according to one of
four types.
I know how to deconstruct broad content standards into classroomlevel learning targets.
I base instruction and assessment on clear learning targets.
I translate learning targets into student-friendly language.

Rating 1/
Date:
1

Rating 2/
Date:
2

Rating 3/
Date:
3

3
2

3
3

4
3

Figure 2. Self-Reflection of Key 2: Clear Targets from beginning to end.

I am most proud of the progress I made in Key 3: Sound Design (See Figure 3). I began
this process not knowing the terminology used by the authors in this Key. For example, I was
not sure what the authors meant by appropriate sampling or what the different learning targets
were. In looking at a variety of quizzes and tests I was able to develop a sound understanding of
appropriate methods to assess the different type of learning targets. For example, in critiquing

the summative nutrition unit test I determined several questions that presented bias or were not
clearly matched with the type of learning target they were supposedly addressing. I did learn that
some of these mistakes could be fixed by rephrasing the way a selected response question was
written. I was also able to map a few different quizzes for my freshmen and sophomore classes
and see that sampling was appropriate based on the content that was covered. I really enjoyed
tackling the creation of a new assessment for my animal lab research unit. I found the scoring
guide I created with that activity was easy to use and gave students quality feedback, without the
distortion of data from a previously used selected response assessment not written using
guidelines presented in our readings and class discussions.
Key 3: Sound Design
I know how to design or select assessments to serve intended
formative and summative purposes.
I know how to select the appropriate method(s) to assess each type
of learning target.
I create assessment plans to map the content of my assessments.
I understand and apply principles of sampling appropriately.
I can write and/or select assessment items, tasks, scoring guides,
and rubrics that meet standards of quality.
I recognize and avoid sources of bias that can distort assessment
results.
I know how to apply formative assessment practices within each
assessment method.

Rating 1/
Date:
2

Rating 2/
Date:
3

Rating 3/
Date:
4

0
0
1

3
3
3

3
4
4

Figure 3. Self-Reflection of Key 3: Clear Targets from beginning to end.

Key 4, Communication, is one area I did not give myself enough credit for when starting
out. I gave myself a 1 for offering students effective feedback during their learning (See Figure
4) when this is something I do often both verbally and written. After reading chapters 5 through
9, it was clearer and clearer to me that many of my strategies of formative assessment, using dry
erase boards to capture student responses, verbal questioning, and written feedback, were all
ways in which I was offering students feedback during their learning. I also was uncertain if I
was tracking student achievement by learning target. It turns out, I have been tracking students
by objectives and state and national animal science standards. The language used with these are
not always student-friendly. By unpacking a standard, and breaking it down into targets written
in student-friendly language, I can start to shift responsibility of tracking student learning onto

the individual student. I was able to build on successful communication habits and, after
completing several activities from Chapter 5, a few of my students commented that they
appreciated the feedback they were given during a formative assessment done on a google doc
where I commented back to students as they worked. It was instant and immediate feedback
they could then go home with and use to guide their studying. One part of effective
communication I find extremely important is conferencing. I do this with each student in all of
my classes at least once a month. I will also call parents, guidance counselors, or participate in
PPTs when asked or as needed. In most cases I find that these conferences have a positive
impact on student-teacher rapport and helps keep all parties on the same page in progressing the
students learning. This is the only area I marked myself as a 4 and stayed consistent with from
beginning to end.
Key 4: Effective Communication
I offer students effective feedback during their learning.
I track student achievement by learning target.
I keep track of both formative and summative assessment
information.
I record and combine summative assessment information to
accurately reflect student achievement.
I calculate report card grades to accurately communicate level of
individual student achievement at a point in time.
I participate in conferences as needed to discuss student progress.
I offer students effective feedback during their learning.

Rating 1/
Date:
1
1
3

Rating 2/
Date:
3
3
4

Rating 3/
Date:
4
4
4

4
1

4
3

4
4

Figure 4. Self-Reflection of Key 4: Communication from beginning to end.

Key 5, Student Involvement, is an area I would like to grow more in. I started rating
myself as mostly 2s and ended with mostly 3s (See Figure 5). As I covered more of the
Chapters in the book and discussed the readings in the cohort I found I do describe learning
targets students are to achieve and allow students to track, reflect, and share their learning
progress. I would like to improve on having peer-to-peer feedback between students, accurate
self-assessment, and meaningful goals. Many of my students set goals for their Supervised
Agricultural Experience projects, but some are just going through the motions and they dont
have a purposeful buy-in. By incorporating peer-to-peer feedback, it might be possible to inspire
some of these students. In completing Activity 5.4, developing an assessment for learning, I was

able to expand my knowledge in having students track their own progress. Several students used
the tracking sheets to inform their review of content from class. Especially due to the positive
feedback, Im looking to forward to incorporating these strategies across my classes to increase
students abilities to self-assess.
Key 5: Student Involvement
My students can describe the learning targets they are to achieve.
My students can give each other effective feedback.
I design assessments with students information needs in mind.
I have prepared my students to self-assess accurately and to set
meaningful goals for further learning.
I give students opportunities to track, reflect on, and share their
learning progress with others.

Rating 1/
Date:
3
2
2
2

Rating 2/
Date:
3
3
2
2

Rating 3/
Date:
4
3
3
3

Figure 5. Self-Reflection of Key 5: Student Involvement

Self-improvement Plans to Continue Growth
Our district is currently moving towards a mastery-based learning model. As such, we
have been writing grants in order to re-write and update our curricula in our district. I am
hopeful that after our grants go through, I would be able to write the Small Animal Science
curriculum for our district. I feel more confident in my ability to do this based off the
information, discussions, and activities I completed while taking this course. I have already
reached out to several of my animal science colleagues in other schools to collaborate on a few
new units of study. Additionally, I recently volunteered to review and update the Connecticut
Career and Technical Education Animal Science standards with a couple teachers from around
the state. I believe these types of collaborative projects are one of the best ways to grow
professionally.
To develop oneself professionally is great, but it impacts a much smaller percentage of
students than if you help develop others too. This fall I had the great privilege of coaching a
student teacher. Because of this opportunity, I was able to enjoy discussions we had about
assessment, as she was teaching with me for a majority of this course. This is one way I know
students beyond my class will be impacted positively. Through this experience it was mentioned
that the educator certification program she was enrolled in did not have a separate course on

assessment. This was surprising to me as it is one of the categories emphasized on the Common
Core of Teaching in Connecticut, although looking back, my first program did not either. This is
perhaps one way I could help effect positive change beyond the school level; promoting the need
for an assessment class as part of the certification process. As for impacting students at my
school but beyond my classroom, I have worked with other teachers in my district and led
technology workshops in the past. Coincidently, my principal sent out an email last week
requesting volunteers to lead technology professional development highlighting the following:
using technology to differentiate instruction, using technology to implement student led
instruction, using Google Apps for Education to develop student-centered learning environments,
and using game-based learning activities (Corso, 2016). These are the types of opportunities that
provide teachers like me to effect positive change at the school level. I can incorporate the
strategies I have learned through this course, with the technology components I have been
learning in others courses, to help improve the practice of those around me. The growth spreads
from an individual to many when we share what we have learned. In this way, one teacher can
help impact student progress across their school, district, state, or even country.

Works Cited
Moesgaard, S. (2014, January 20). 4 Ways to Develop Self-Efficacy Beliefs (Self-Esteem or
Confidence) Reflectd. Retrieved December 8, 2016, from
http://reflectd.co/2014/01/20/self-efficacy-beliefs/
Corso, J. (2016, December 7). Calling all Techies! [E-mail to Dal Zin].

APPENDIX A: Activity 1.3 Assessment Practices

Inventory
Complete this self-analysis at the beginning of your study of CASL, partway
through, and then at the conclusion.

Scale:
0
1
2
3
4

I am uncertain about what this means.

Not at all: I dont or cant do this, or this doesnt happen in my classroom.
Beginning: I do this infrequently, or this happens infrequently in my classroom.
Partially: I do this sometimes, or this happens sometimes in my classroom.
Completely: I do this regularly, or this happens on an ongoing/as needed basis in my
classroom.

Key 1: Clear Purpose

I can identify the key users of classroom assessment information
and work to meet their information needs.
I understand formative and summative assessment uses and know
when to use each.
I understand the impact of formative assessment practices on
student achievement.

Key 2: Clear Targets

I can classify the learning targets I am teaching according to one of
four types.
I know how to deconstruct broad content standards into classroomlevel learning targets.
I base instruction and assessment on clear learning targets.
I translate learning targets into student-friendly language.

Key 3: Sound Design

I know how to design or select assessments to serve intended
formative and summative purposes.
I know how to select the appropriate method(s) to assess each type
of learning target.
I create assessment plans to map the content of my assessments.
I understand and apply principles of sampling appropriately.
I can write and/or select assessment items, tasks, scoring guides,
and rubrics that meet standards of quality.
I recognize and avoid sources of bias that can distort assessment
results.
I know how to apply formative assessment practices within each
assessment method.
Key 4: Effective Communication
I offer students effective feedback during their learning.
I track student achievement by learning target.
I keep track of both formative and summative assessment
information.
I record and combine summative assessment information to
accurately reflect student achievement.
I calculate report card grades to accurately communicate level of

Rating 1/
Date:
0

Rating 2/
Date:
3

Rating 3/
Date:
4

Rating 1/
Date:
1

Rating 2/
Date:
2

Rating 3/
Date:
3

3
2

3
3

4
3

Rating 1/
Date:
2

Rating 2/
Date:
3

Rating 3/
Date:
4

0
0
1

3
3
3

3
4
4

Rating 1/
Date:
1
1
3

Rating 2/
Date:
3
3
4

Rating 3/
Date:
4
4
4

individual student achievement at a point in time.

I participate in conferences as needed to discuss student progress.
I offer students effective feedback during their learning.

Key 5: Student Involvement

My students can describe the learning targets they are to achieve.
My students can give each other effective feedback.
I design assessments with students information needs in mind.
I have prepared my students to self-assess accurately and to set
meaningful goals for further learning.
I give students opportunities to track, reflect on, and share their
learning progress with others.

4
1

4
3

4
4

Rating 1/
Date:
3
2
2
2

Rating 2/
Date:
3
3
2
2

Rating 3/
Date:
4
3
3
3

Overall reflection on first rating

1. I have the most knowledge and skill in these areas: I feel like my strongest area would be in that of using
clear targets. All of my units and courses taught are aligned to our state Career and Technical Education
(CTE) standards, state Agricultural Fiber and Natural Resources (AFNR) standards, and national AFNR
standards. All students begin each unit with a skills and standards sheet where they self-assess on a scale of
0-4 their perceived level of knowledge on each topic to be covered. By the end of the unit they reassess
themselves to see where they have improved, or where they might still need to develop stronger skills.
When I design my unit summative assessments I keep these objectives and standards in mind and try my
best to make sure I am assessing what the unit has been designed to.

2.

I want to work on these areas: I really want to focus on improving in all areas as I feel assessment is
something I have always felt less confident in. That being said, effective communication and sound design
are two specific areas I would like to improve on; especially sound design.

Overall reflection on second rating

1. I have the most knowledge and skill in these areas: After completing course readings and participating in
class discussions, I have found that despite my initial doubts about my assessment capabilities, I am growing
much more confident in some of my perceived weaker skills and found that I have been doing some things
that I did not realize. For example, effective communication is something I have always been hard on myself
about but through the activities and discussions, Ive come to realize this is one of my strongest areas. I am
constantly tracking students progress and providing them a combination of verbal and written feedback to
help them grow. Which leads into the area I could still work on (see below).
2.

I want to work on these areas: Id really like to try and transform my feedback into student-to-student and
student-to-self feedback. Based on current activities and discussions, if I continue to focus on my design of
assessments for and of learning, I will be able to share more and more of the onus and responsibility of
feedback and learning with the students. I do not believe I will be able to do this in one eight-week graduate
class, but I really like the activities and process we have been going through.
Overall reflection on third rating
1. I have the most knowledge and skill in these areas: Clear purpose and effective communication. These two
areas are the best two of the five Keys. At first I wasnt sure what all of the Keys meant but as I read and
discussed with classmates I understood that some of what we spoke about I was already doing in my class
consistently. As I practiced with some activities it became clear to me that communicating with my students
and their progress in my course is brought up on an almost daily basis. Students are given clear expectations
about how different assessments and assignments are used to inform my instruction, and are given a variety
of verbal and written feedback on how they can grow.
2.

I want to work on these areas: Although I feel I have grown substantially in assessment design, I feel like I
could go back and re-do serval of the chapter activities with the curriculum I teach for each grade and
continue to hone the skills we have discussed over this course. I am still less confident in my ability to

deconstruct broad learning targets (such as the common core) but feel confident in deconstructing the
learning targets from the National AFNR standards and State CTE standards. I would like to continue to
work towards developing this skill as well.