Philosophy of Assessment

Philosophy of Assessment Alexis Teasdell North Carolina State University

Philosophy of Assessment Standardized testing is the new abortion, invasion of Iraq, Affirmative

Action, or Gay Rights of education. Its a huge controversial subject that can and is often discussed for extended periods of time. Even when this course began, many were under the perception that it would focus solely upon standardized testing. Instead the course covered ranges of subjects from formative/summative assessments, flipped classrooms, professional learning teams/communities and many more. Had an average student simply glanced at the syllabus they could ask, What does any of this have to do with assessment? What makes a great teacher is recognizing that all of these methods, structures and ideas make up assessment. The cycle of assessment it clear. It starts with pre-assessment. At the beginning of the year, this may be done by looking at the cumulative folder or former test scores. At the beginning of a unit it can be done through a preassessment that is formative or summative. There is then instruction with plenty of assessment throughout to make sure that students understand and to tailor instruction for students. It is either here and/or at the cumulative assessment that teachers go back and find ways to help students who are having trouble achieve. This can be done by many of the tips that will follow in this report.

Philosophy of Assessment

Pre-Assessment

Instruction/Formative Assessment

Summative Assessment

Pre-Assessment The first step in assessment is getting to know the students being taught. This can be done by looking at cumulative folders, speaking with former teachers or looking at former test scores. It is important for a teacher to look at this information in order to know where to meet the student and help them reach his or her full potential. It is also important for teachers to not let this information hinder a student. Although a student did badly in a year prior, there may be circumstances in the classroom that prevented that student from succeeding. Its important to take the information into account, but not place students into a box because of it. During my observations my cooperating teacher used this period of assessment to spark interest in the unit, while also seeing what students know. During Assessment

Philosophy of Assessment

Assessment is a process that is definitely cyclical. In some cases students may get stumped on a topic or idea. This is when Professional Learning Teams/Communities come into play. For students, teachers are not always one size fits all. It takes a team to help them. Multiple minds are better than one. From the beginning, especially as first year teachers its important to recognize what each teacher has something to offer, including that first year teacher. For first year teachers, they are entering the class with cutting edge pedagogy that some of the older teachers can learn from. New teachers have the energy, an optimistic mentality, and eagerness to try something new and ask why. On top of all these personality traits, new teachers bring technology and new methods to the table. Seasoned teachers bring experience to the table. They have lessons that they have crafted to near perfection. They know what works with their students and what doesnt. Also, for many seasoned teachers they have learned how to master and maneuver the school in a way that new teacher may have not. By using Professional Learning Communities/Teams, teachers are able to be more successful than ever. Not to sound unprofessional, but PLC/Ts are similar to an old television show entitled, Captain Planet and the Panetiers. By placing each teachers special skill together in one team, the teachers come together to create the ultimate teacher that students need. The PLC/T powered changes that lead to improvement fall into three categories: data driven changes in curriculum and instruction, data-driven staff development initiative, and data driven student initiatives (Sindelair 2010). It is okay for other teachers to teach students, or even for other students to teach

Philosophy of Assessment students. Sometimes a teacher may be a great, but a student just has trouble understanding what is being taught. It is okay to let another teacher work with that student to help him or her understand because its all about the students. In terms of student initiatives, PLC/Ts help teachers see what a student is

like outside of their classroom. If a student isnt completing their homework in all of their classes then maybe there is a problem at home. If a student is only missing homework in math class, then maybe there is a problem with the way the math class is running. For middle school teachers meeting can be a lot easier because most middle schools allow for a planning period during electives. If this isnt available before or after school is a good option as well. Make sure that during these meetings teachers assess data and end each meeting with an action plan. When doing my observations, my cooperating teacher often did formative assessments during instruction to check for understanding. She would ask students questions for understanding and listen to their interaction with one another to learn how to best help her students. Grading Assessment The large lesson gained from this class is that students should be graded on their understanding of the content and not rather or not their behavior. One of the largest hurdles of education is to keep up with the times. It can be difficult to grasp new concepts that defy what has been taught since elementary school. To deconstruct this concept, it is imperative to ask why. Why do teachers not allow retests? Most may answer, because in the real world students wont get second

Philosophy of Assessment chances. Well in the drivers license test, the Certified Public Accountant test and even the Praxis allow for second chances. Some may say, Well, how am I supposed to enforce discipline in my classroom without using grades as a weapon? The best answer is to put down the weapon and find the problem. Despite what the world

may make early adolescents appear to be, they arent monsters on a mission to tear down any educator in their way. They have hearts, problems and adjustments to make. Students are becoming sub-parents at this age, beginning to get involved in extracurricular activities and many other obstacles. As a teacher aiding students through these struggles where possible are essential to helping them become successful students and understand the information that that is being taught, which is the goal. Also, as an educator, it hinders students if they are graded on behavior instead of context because that is a dishonest assessment. If a student understands the affects of the New Deal on the Great Depression but has a 60% because they turned the assignment in late, does that reflect their understanding of the Great Depression? If a student took a few tries to understand how photosynthesis works and didnt fully get it until their third retest, will points off really create a valid picture of that students understanding? Diversity in the Classroom Teachers encounter a vast amount of students of various backgrounds, ethnicities, reading levels, and achievements. A challenge teachers may face is to be able to find out all of these students individual needs and meet them. As a first and second year college student, in education courses some of students biggest fears are working with student who have learning disabilities. One of the clear focuses of the

Philosophy of Assessment College of Education at North Carolina State University is to prepare students to

work with students who are different then them or come from diverse backgrounds. According to the National Center for Education Statistics, in 1972 students of color represented 22% of school populations. As of 2003 students of color make up 41%. By 2035, students of color will make up the majority of the student population (Sindelar 2010). This implies that schools are becoming more and more diverse over time. There is an increase in students who are English Language Learners. There is an increase in students who participate in special education programs (2010). Along with all of this growth there is now a light being shown on these groups as No Child Left Behind requires that school report cards show how each demographic is doing. Teachers who wish to help all students must recognize that there are some things that are obstacles for them that other students dont have. They must also seek to help all students and instead of being happy with a 90% passing rate, seek to help the 10% that didnt quite make it (2010). When working with students of diverse populations it is important to look at the students who are having trouble and in a PLC/T question how cultural influences can affect instruction. Just as mentioned earlier, end the PLC/T period with an action plan to meet these needs. It is also important to embrace the diversity in a classroom so that everyone is able to learn from one another. Sindelar also offered the idea of cultural modeling which is when teachers connect the curriculum to students personal lives. On top of all of these tips, it is also helpful to provide extra clarity as well as being willing to make accommodations for students. She also suggested

Philosophy of Assessment using disaggregated test data (similar to what is used by No Child Left Behind) to determine what works and doesnt work for students who need more help.

At the beginning of each unit it is important to give students clear learning targets. It is also important throughout the year to give students specific feedback on their road to reaching these targets. This steers students in the right direction before getting off track. This can be done by unit tests and benchmark tests but it is important to not just allow a numerical grade to be the feedback. Many students will look at the grade, but never go back and assess the information. As a teacher it is helpful to go back through the material that students are having trouble with and praise them for what they are doing well. The praise keeps students from feeling defeated and increases their self-esteem to improve on the gaps they have. It is also important to encourage students towards being independent learners by allowing them to self assess and set goals. When creating an assessment there are a few steps. 1. What type of assessment will it be? a. Determine if the test will be rubric based, multiple choice, formative or summative. i. What is nice about formative exams is that the teacher is able to receive immediate feedback to alter their teaching for the student. 2. With a PLC/T agree on test items.

Philosophy of Assessment a. This aligns with curriculum mapping. Tests should flow with the

map of the curriculum rather its based on common core standards or school standards. 3. Pilot the Assessment a. Unfortunately it can be difficult for students to be guinea pigs on assessment. Luckily, in school systems like Wake County, many schools are year round and have Tracs that students are placed on. With tracs, someone on the PLC/T has tried the test out before and that can provide feedback. 4. Assess the data 5. Make the test better. In terms of final assessments, for the time being they are here to stay. They are here to keep teachers on the same page and to make sure that they are doing their job. Although, it may not be the most accurate form of assessment due to the length, pressure and the fact that it is a standardized test for diverse students, its what we have now. As of now it is the most inexpensive and quick way to assess students learning. Many teachers can write novels (and many have) about how final assessments such as EOGs dont cater to those who arent good test takers, minorities continue to have trouble performing on these exams, what about English Language Learners, these questions dont assess higher levels of Blooms Taxonomy and when they do they become confusing. The list goes on and on. As a teacher, it is important not to crack under the pressure and not to pour that pressure onto students. Many teachers have begun to change answers on tests or teach the test in

Philosophy of Assessment order for students test scores to be higher. It is important as a teacher to trust the teaching abilities in place. If a teacher engages students and teaches the material well, the students will succeed. It is also important for teachers not to place too much anxiety on students because that may stress them to where it is difficult for

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them to perform. Teachers must also train their students like a marathon. Teach the students how to take the test. This can be done by training the students on taking longer tests, helping students learn how to cope with stress mentally and physically, etc. Finally, as teachers, know that final assessments dont have to be here to stay. It is okay to speak up and speak out because it is about the students. If what is in place isnt for their best benefit it is only right to speak on it. Make sure, however, to provide solutions when speaking out. Everyday teachers act as scientist to improve the education of students. There is a scientific process of the pre-assessment, instruction, assessment and further instruction. Teachers alter their methods, alter who teaches their students and alter assessments in order to help students succeed.

Philosophy of Assessment References Sindelar, N. W. (2010). Assessment-Powered Teaching. Thousand Oaks, CA: Corwin.

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