Ashley MacDonald

Philosophy of Assessment

The conversation surrounding the purpose of assessment and evaluation is

prevailing among administration and school districts. This is an important topic of
discussion that teachers need be to engaged with. Teachers require an opinion on where
they stand within the conversation about grades (Brookhart 10). When having a
discussion about assessment, evaluation, and grades, its imperative to remember whats
at stake - the successful education of todays youth. As a teacher, my ultimate goal is to
educate students. But in order for students to gain knowledge, they have to invest in their
own learning. Otherwise, their education will seem arbitrary and meaningless. Pen to
paper tests and exams are not the way students will become invested in their own
education and become self-regulated learners. To combat indifference, students need to
know what they are learning, why they are learning, and create their own goals based on
the learning outcomes. However, it doesnt end at creating meaningful lessons. Students
also need to be actively involved in the reflection and assessment of their own learning.
The best way to accomplish this is to prioritize formative assessment with descriptive
feedback and encourage self and peer-assessments.

While both assessment and evaluation are integral in todays school system,
assessment should be the main focus and evaluation should be the final step or
assessment of learning.
When we assess, we are gathering information about student learning that
informs our teaching and helps students learn more [] When we evaluate, we
decide whether or not students have learned what they needed to learn and how
well they have learned it. Evaluation is a process of reviewing the evidence and
determining its value (Davies 1).
Another way to look at this dichotomy is the difference between formative and
summative assessments. On the one hand, summative assessments are valuable, they

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tell us where students have placed in the race, giving us a snapshot for comparative
purposes (Greenstein 2). Thus, summative assessments are evaluative. On the other
hand, formative assessments, gives teachers information that they can use to inform
their teaching and improve learning while it is in progress and while the outcome of the
race can still be influenced (Greenstein 2).

In order for my students to have the best possible opportunity for growth,
assessment as learning, for learning, and of learning are essential. In my classroom I will
use all three of these assessment frameworks in order to assure student understanding
and growth, my assessment strategies and the tools I use will favour a quality education
over the coveted good grade. Below is a brief description of what these assessment
frameworks consist of:

Assessment as learning
In order to guide students learning and to aid instruction, teachers must use assessment
as learning. Assessment as learning puts students at the forefront of their own learning.
When teachers use assessment as learning they are helping students to develop and
monitor their own learning.

Assessment for learning

Assessment for learning gives teachers the information they need to modify their
instructional practices. Teachers who use assessment for learning get a glimpse of what
students know, how they know it, and whether or not students are able to use what they
know.

Assessment of learning
Assessment of learning confirms what students know and if they have met curricular
objectives. When it comes time to give a grade or to evaluate the student, summative
assessments are not limited to tests. By using a final project, an oral presentation, and

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through checklists and self- and peer-assessments a teacher gathers a variety of

evidence of learning.

Grades and standardized tests are unavoidable, but not every single project or
assignment needs to have a grade on it. Instead, I will give students guidance and
feedback on their work. This way, students are more concerned about learning the
material and having an opportunity for personal growth as opposed to getting an A or a
4. Students will learn what they require for the provincial and federal standard tests, but
that is not my main focus when teaching. Tests will be used, but will not be the only
summative assessment used in my classroom.

Comprehensively, formative is always the main focus of assessment to enrich the

learning of my students. Formative assessment is an ongoing assessment strategy that is
designed to improve instruction, to help students self-regulate, and to check students
understanding. During the formative assessment process, students should have the
chance to articulate their learning, their personal educational goals, and their struggles.
Then, I will give descriptive feedback that will guide student learning and help them
achieve their goals. Since standards seem to assume that all students start at the same
place, at the same time, and proceed to learn in the same way we have to challenge this
idea (Davies 33). One example to see where my students are at is to do this is to have
goal setting conferences at the beginning of each term so that I know what their goals
are for that period. This will guide my instruction and students will be held responsible
for achieving their goals. Making sure students understand the content is integral to their
learning, but should go beyond asking general questions to the whole class. Checking for
understanding is part of the formative assessment system in which teachers identify
learning goals, provide student feedback, and then plan instruction based on students
errors and misconceptions (Fisher & Frey 2). Additionally, students should be given ample
opportunity to peer and self-assess their learning. I will do this through checklists and
conversations.

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Another aspect of assessment that is important is making sure the evidence

collected is valid and reliable. Teachers should triangulate their evidence of learning by
using conversations, observations, and products to collect evidence. In other words,
teachers should check for understanding through formative feedback using tools such as
exit slips, group and individual conferences, conversations, observations, and anecdotal
records. This is something that is very important to me, as I know how important
frequent formative feedback is for student learning.

The more often we use formative assessment in a variety of ways, the more proof
of learning and guidance the student has. In turn, students become self-regulated
learners who are invested in their education. While I have a firm stance at the current
moment, as a lifelong learner I am certain that my opinions will change and grow as I
change and grow as an educator.

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Works Cited
Brookhart, Susan M. "Starting the Conversation About Grading." Educational Leadership.

69.3 (2011): 10-14. Print.

Davies, Anne. Making Classroom Assessment Work. Courtenay, BC: Connect2learn, 2011.

Print.

Fisher, Douglas, and Nancy Frey. Checking for Understanding: Formative Assessment

Techniques for Your Classroom., 2014. Internet resource.

Greenstein, Laura. What Teachers Really Need to Know About Formative Assessment.

Alexandria, Va: ASCD, 2010. Internet resource.