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Morgan Regular
EDUC 5923 E
Bill Buggie
March 1, 2018
PHILOSOPHY OF ASSESSMENT 2
experience in the school system as both a student and as a teacher, as well as, the research that I
have conducted, I have come to understand the impact different assessment practices can have on
the success of students. If assessment is based solely on grades, tests, and assignments, this can
become a terrible source of anxiety for students and hinder their learning. Test scores,
percentages, and grades, although useful in certain contexts, should not be the sole resource of
assessment but rather, one small component of the overall umbrella of assessment. Given what I
have learned about student learning and strategies for success in school I have developed a solid
philosophy of assessment that I will be implementing into my classroom. This philosophy will
focus on the three primary forms of assessment; assessment for learning, assessment of learning,
assessment as learning. Through these forms of assessment, I will discuss the importance of one-
on-one interactions, forms of evaluation, and the controversial topic of homework in the
elementary classroom.
When thinking about how to implement assessment into my classroom, I focused on the
following four main areas that help guide students in their learning; determining the learning
destination, researching the expected quality levels, planning to collect reliable and valid
evidence of learning, and collecting baseline evidence of learning (Herbst & Davies, 2016., p.2).
In my classroom, I will use assessment for learning to collect information that will help to inform
me of the next steps I should take in my lesson planning. It will also give the students useful
information on the next steps that they should be taking in their learning (Davies, 2011., p.2).
This form of assessment is necessary for teachers to be able to design lessons based on the needs
of the students and make important decisions on whether to re-teach or continue with a new
PHILOSOPHY OF ASSESSMENT 3
concept. I feel that you can never give your students too much descriptive feedback. In fact,
research shows that two of the four main generalizations of an effective classroom teacher are
that classroom assessment is formative in nature and formative classroom assessments are
conducted frequently (Marzano, 2006., p.3). I will gather the necessary information to provide
descriptive feedback through the use of observations, anecdotal notes, and one-on-one
conferencing. Giving descriptive feedback allows the learner the opportunity to make changes to
improve their learning and help them reach their goals (Davies, 2011., p.5). In my classroom, I
will put an emphasis on giving descriptive feedback through frequent one-on-one meetings with
my students to discuss their strengths and areas for improvement. I will also provide them with
new strategies and approaches to help them progress in their learning journey. Providing frequent
formative assessment opportunities has been correlated with academic achievement and it is my
responsibility as the educator to use every tool I have to help my students progress in their
but, not the overall focus. Assessment of learning is important as it tells the learner how they
have performed based on the given standards, (Davies, 2011., p.3). I will implement this type of
assessment into my teaching at the end of a unit or outcome using projects, exit slips, and one-
on-one conferencing with students. This will help me attain the information necessary to
communicate with students and parents about their progress and where they stand in conjunction
with the curriculum. In addition, this will help me, the teacher, by giving me information about
the effectiveness of my teaching and whether or not I need to adjust my teaching strategies to
I have learned recently that the choice between using a rubric or a criterion can have a
substantial impact on student performance on a given task. Although both have their value in
different contexts, I have decided that using a criteria-based format for evaluation will be more
beneficial and will help support the learning and improvement of my students. I will form these
criteria collaboratively as, the research shows that by teachers working together, the descriptions
of learning destinations are informed through collective expertise and teachers build confidence
in the accuracy, clarity, and usefulness of their criteria (Herbst & Davies, 2016., p.5). By using
criteria and putting it into student friendly language, students will be able to see clearly where
they are striving and what areas they still need to work on. This format will also help the teacher
In addition to collaborating with fellow teachers, I will also work with the students to
help design criteria that best suits the needs of every student. I will always design criteria in such
a way that allows for choice and creativity as this gives students the opportunity to represent
what they know in a variety of ways. Given Gardner’s theory of multiple intelligences, it is clear
that students learn in a variety of different ways and we need to ensure that our classrooms are
designed to meet the needs of every single student (Gardner, 1999., p.27.). By allowing for
choice, I will be able to assess a variety of projects and assignments in a fairly and it will show
me what my students have learned (Davies, 2011, p.9). Allowing options for students makes the
learning process more enjoyable, which in turn, helps advance their learning as they are more
involved in the content and are able to give themselves feedback through self-assessment.
individuals. I will constantly challenge my students as I want my class to understand that there is
no limit to their learning. I will reiterate to my students that learning is not about grades or being
PHILOSOPHY OF ASSESSMENT 5
perfect. It is about taking risks and challenging yourself to do your personal best. I will use this
form of assessment and this type of language to ensure my students are intrinsically motivated.
By using less forms of evaluative assessment and putting less emphasis on grades, I will show
my students that learning is not about comparing yourself to others, it is about gaining
knowledge and broadening your intellectual abilities through challenges, new experiences, risk
taking, and putting your best foot forward to achieve your goals. In doing this, my students will
not simply be extrinsically motivated because they want a good grade or to be the “best” in the
class. Rather, this environment in the classroom will foster intrinsic motivation among students
as, they will have a thirst for knowledge and a desire to learn.
experience, the controversial debates surrounding homework was brought to my attention. After
doing my research and thoroughly examining the goal of assessment, I have come to the
conclusion that homework is not something I will incorporate into my classroom. Too often it
seems that homework is given as simply “extra work” for students. Research shows that
homework is only useful if it is beneficial to the learning of the students and enriches their
knowledge on a subject area, which it usually does not (Kohn, 2007). My students will be asked
to read to themselves every night for ten minutes but, other than that any work that they are
given will be completed in class. It is my belief that all the evidence of learning I need for
samples. However, I will be more than willing to send extra resources home for parents to help
their children if requested and I will ensure that my students are given every resource and
responsibility to design a plan for assessment that benefits every student and gives them the
opportunity to reach their full potential. Through my philosophy of assessment, I will be creating
a vast amount of opportunities for my students to show what they know. I will use observations
and one-on-one conferencing to provide students with constant feedback to help and encourage
their learning. My students will be able to show and develop their learning in a way that best
suits their needs and through these methods, they will develop essential skills for self-
assessment. Myself, the students, and the parents, will always be on the same page in regard to
the students’ achievement and, due to my approach to assessment, the students will be
References
Davies, A. (2011). Making Classroom Assessment Work (Third Edition). Courtenay, BC:
Connections Publishing.
Gardner, H. (1999). Intelligence reframed: multiple intelligence for the 21st century. New York:
Basic Books.
Herbst, S and Davies, A. (2016). Grading, Reporting, and Professional Judgment in the
(NAESP).
Marzano, R.J. (2006). Chapter 1: The Case for classroom assessment. Classroom assessment
and grading that work. Virginia, USA: Association for Supervision and Curriculum
Development (ASCD).