My approach to assessment in elementary education is grounded in the firm
belief that our methods of evaluation should expand beyond traditional exam styles, to focus on student’s educational and personal advancement. This view is informed by information I have learned throughout my education thus far and many of the scholarly arguments discussed, like those presented by Simpson (n.d.), who highlights the need for a variety of assessment techniques that challenge students to grow intellectually and personally. To ensure that these techniques have an impact on students, it is critical that they are closely aligned with well-established educational philosophies and theories. In line with the holistic framework proposed by the Fraser Institute (2018), I strive to fully capture each student’s journey, taking into account their cognitive, emotional, and social development as major components of a complete education.
I have come to understand that recognizing personal biases is critical, as these
can shape the way assessments are designed and implemented. Schnepel (n.d.) has emphasized the importance of educators being aware of their own perspectives to ensure fair and unbiased evaluations. Through ongoing self-reflection and a commitment to objective standards, I work to preserve the fairness and credibility of the assessment process. Critical thinking plays a pivotal role in the selection and evaluation of assessment practices, ensuring that the chosen methods are adjusted to the diverse learning styles and needs of all students. The evidence-based approach supported by Patterson (2013) and Lee (2016) informs my practice, guiding me to adapt assessment strategies that are both accurate and relevant.
My foundational experiences with students with learning disabilities have
significantly influenced my philosophy. Interacting with these students has reinforced my belief in flexible and inclusive assessment methods. Witnessing the limitations of one-size-fits-all tests has highlighted the importance of alternative strategies, such as portfolios and formative assessments, which allows for many ways to demonstrate learning and skills. These practices are in line with inclusive education principles that advocate for adjustments to ensure fair assessments for all students, a concept mentioned by Salend (2011). In crafting my assessment philosophy, I ensure that each statement is clear and logically structured, reflecting my deliberate consideration of how assessment is intertwined with broader educational objectives. By doing so, I aim to communicate a philosophy that is easily understood by all. My dedication to using clear and precise language strengthens my professional practice. It enables me to effectively communicate all assessment concepts, ensuring that these ideas are explained clearly and understood by others.
References
Fraser Institute. (2018). Why educational testing is necessary. Fraser Institute.
https://www.fraserinstitute.org/sites/default/files/why-educational-testing-is-necessary.pdf
Lee, J. (2016). How alternative assessment replaces or complements traditional methods.
InTechOpen. https://files.eric.ed.gov/fulltext/EJ1101956.pdf
Patterson, J. (2013). Why avoidance coping is the most important factor in anxiety. Psychology
Today.
https://www.psychologytoday.com/us/blog/in-practice/201303/why-avoidance-coping-is-themost-important-factor-in-anxiety
Schnepel, K. (n.d.). Assessment and bias. DePaul University.
https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/Pages/a
ssessment-and-bias.aspx
Simpson, B. (n.d.). Alternative assessment. ITI Education.
https://iti.cscc.edu/deis2/ati_AlternativeAssessment_Main.html