Philosophy of Assessment

As an educator, I believe that assessment is as much for the students as it is for educators and students’ grades. Thus, assessment is more than simply creating a grade for students and moving on. Assessment is a tool to provide feedback, encourage, and inform. 

Below are my beliefs about assessment in the classroom:

  • Assessments should be done at all levels of learning. Formative assessment should always be done as it allows educators to identify students’ understanding, areas that will need more explanation, and areas of student interest. Assessment during learning allows students to see where they are at and what they need to do to improve. Assessment during learning allows teachers to identify areas that still need assistance. Lastly, summative assessment is important as it displays what students have learned and can allow for feedback that students can reflect on. 
  • Assessment must be reflective of the lessons, units, and assignments students have completed. If assessments are not reflective of the topic, it is not a reliable form of assessment of students understanding.
  • Assessments must be accessible to all students. Assessments must use a common language that all students understand. Assessments should not include any assumptions about students’ knowledge of information that was not taught. 
  • Assessments should be provided with multiple options when applicable. Students learn in a variety of ways and have a variety of strengths. Thus, it is important to provide options for assessments as students can choose something that suits their abilities and can accurately provide evidence about their learning. 
  • I believe that mistakes are essential to learning. Thus, it is important that students feel comfortable making mistakes in class and on assessments.