Assessment Philosophy

Assessment, in a balanced approach, is critical to understanding the quality of

learning taking place. It also helps to shape the direction of the classroom. It is important
to establish an environment that encourages effort, remains judgment-free, and offers
equitable opportunity, regardless of academic need(s). Evaluation is focused on the belief
that learning is a process and that students should not be simply graded on the quality of
one summative project. Assessment is an opportunity to communicate with my students,
and is used to increase motivation and attitude. Students are assessment collaborators and
engaged in the entire process of learning. Ultimately, I seek to give students the
opportunity to make mistakes, learn from them, and experience a positive and productive
learning environment.
Assessing Prior Knowledge
An equitable classroom is reached by creating learning opportunities for every
student. Assessing students prior knowledge allows for differentiation in the classroom,
including flexible grouping. Not only does diagnostic assessment provide me with an
understanding of what students know, but also helps to highlight and ultimately resolve
underlying content misconceptions. Valencia states that there are three important parts to
successful diagnostic assessment: planning, executing, and evaluating. By doing this, it is
believed that students are set up for success in the classroom because educators are
reaching the optimal level of instruction, where students are motivated and learning, and
are challenged to attain their highest levels of performance and satisfaction. A concept
map can be a diagnostic assessment at the start of a unit to determine what students
already know, and I can then collaborate with my colleagues to establish an effective unit.
An Opportunity to Assess How Youre Doing
Learning goals serve as a valuable opportunity to introduce students to assessment
language and expectations. Students are involved in the creation of learning goals by
engaging in a class discussion about establishing success criteria for an outcome or
learning goal, while conveying what is important and valuable to them. Students who are
involved in their learning are more likely to be engaged in the productive cycle, which
help them feel more motivated and accountable for their own choices and learning (Katz,
1996). Students will become their own catalyst for success through self-assessment and
learn to critically evaluate their own learning and work; they will be an advocate for their
personal progress. Ultimately, students will become more aware of their progress.
Making Opportunity for Feedback
Equitability within the classroom can be maintained through open and constructive
lines of communication. Feedback can impact motivation, and thus, remaining positive in
feedback, even if it is constructive, is critical. Rubrics and grades are designed to give
students a ranking, whether it be great job or not yet, but students are sill unclear on
how to improve or why they have received the grade they have. Informing students of

how they can improve, what is going right for them, and how to achieve the learning
goals, ultimately motivates them and helps them succeed (Hattie & Timperley, 2007).
The feedback I provide gives even the strongest students opportunity to grow and learn
more, as I ask questions, make suggestions, and push for deeper learning.
The Value of Peer Assessment
Peer assessment can be another valuable tool in providing feedback. Not only do
students learn about the process of assessment, but are also putting their knowledge to
practice by thinking critically about the work of their peers to provide valuable and
constructive feedback. Students are also more likely to value and accept advice from their
peers. Students must, however, be taught how to provide effective feedback, without
being overly critical, or so afraid to give advice that they provide nothing constructive to
the process.
Formative Assessment: A Check on Learning
Both diagnostic and self-assessment are methods in which formative assessment is
authentically incorporated into my classroom. Formative assessment provides an
enormously valuable opportunity for a teacher to gain insight into the success and
challenges of their classroom and to continually reevaluate and alter the classroom
towards a more productive and equitable one. Entrance and exit slips, concept mapping,
and engaging discussions (ex. think-pair-share), serve as simple opportunities to assess
current student knowledge. The framework of my classroom, which incorporates
formative assessment, allows students to encounter mistakes, without extensive academic
penalty; mistakes are a part of learning. Students are not afraid to take chances and make
mistakes by pushing themselves within my class.
Attitude Impacts Success
It is also important to assess student disposition and attitude towards a subject, such
as mathematics, to help create a positive and successful classroom. As students age, they
are significantly more likely to be honest and self-evaluative when they can express
privately. Learning logs with pre-determined teacher prompts could tap into student
understanding while also gauging student opinion and feelings (McIntosh, 1997).
Summative Assessment Beyond Paper-Pencil Tests
Summative assessment will be used towards the end of a unit or concept, as a method
to evaluate overall understanding and knowledge in a more formal manner, but should be
dictated by the progress indicated in formative assessment. Summative assessment can
seem intimidating and stressful to students, especially as they become more conscious to
the idea of grades. Therefore, I believe it is critical to provide students with numerous
mediums and strategies that promote a relaxed and successful setting, as well as
opportunity to co-develop success criteria and assessment tools (ex. rubrics). By not

solely relying on test-based assessment, students are able to shine in formats conducive to
success.
Assessment helps develop a productive and constructive learning environment that is
rich in opportunity and potential. I plan lessons from an end-start approach, where I
consider where I want my students to be, and how I will get them there, as well as how I
and them, will monitor their progress. Assessment is critical to my classroom and is
accomplished through a balanced and triangulated-evidence (observations, conversations,
products) approach. I model for students that taking risks and making mistakes is okay,
and in the process, teach them to be responsible and confident. Students are set up to
succeed in my classroom, and encouraged to work towards intrinsic motivation (Kohn,
2011). Feedback is poignant, constructive, and informative to help students and
parents/guardians monitor progress. With students as co-contributors to the classroom,
they are more motivated and involved, which helps them to flourish in even the most
challenging environments.

References
Black, P., & William, D. (1998). Inside the black box: raising standards through
classroom assessment. The Phi Delta Kappan, 80, 139-144.
Hattie, J., Timperley, H. (2007). The Power of Feedback. Review of Educational
Research. 77(1), 81-112. 10.3102/003465430298487.
Katz, M., 1996. Teaching Organic Chemistry via Student-Directed Learning. Journal of
Chemical Education. 73(5), 440-445.
Kohn, A. (2011). The case against grades. Educational Leadership. 69, 28-33.
McIntosh, M. (1997). Formative assessments in mathematics. Clearing House. 71(2), 92.
OBrien, M. (2008). Formative Assessment. Connect Magazine. 21(3), 1-4.
Stenger, M. (2014). 5 Research-Based Tips for Providing Students with Meaningful
Feedback. Retrieved from http://www.edutopia.org/blog/tips-providingstudents-meaningful-feedback-marianne-stenger.
Valencia, S. Understanding Assessment: Putting Together the Puzzle. Retrieved from
https://www.eduplace.com/state/author/valencia.pdf.