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Educators remind us that what counts in a classroom is not what the teacher teaches; its what
the learner learns.
-Alfie Kohn
I believe what Alfie Kohn is saying in this quote is extremely important when thinking
about assessment. As a teacher, you are there for your students to learn and that is the most vital
condition in the classroom. If the students are not learning then everything else does not matter.
Assessment is one of the most important tools a teacher uses in their classroom as it is a way for
the both teacher and students to know if the students have learned the material. The primary
reason for assessment is to document student achievement; there needs to be a benefit for the
students education, not just for data collection, and it should not be used as an incentive. There
are many different forms of assessment that can be used in the classroom. They can be used in
different ways, be that diagnostic, formative, summative and even standardized tests can be used
for learning, as learning, or of learning. All have a place within the classroom and serve the
purpose of helping to ensure the student learns and continues to learn. The key to assessment is
It is important that we, as teachers, are using assessment as a way to see what the students
learned and allow for a variety of different forms of assessment for students to demonstrate their
learning. By allowing for different forms of evidence, Anne Davis suggests that more students
will be able to demonstrate what they learned and ultimately be more successful as learners in
our classroom.1 Assessments should be there to help students grow, rather than to hinder their
learning. This is why I believe that there needs to be an increase in the use of formative
assessment with descriptive feedback and we need to reduce the amount of summative
assessments. Having more formative assessments and providing descriptive feedback allows for
1 Anne Davis, Making Classroom Assessment Work (Courtenay BC: Connent2learning), 26.
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students to be aware of the areas they might need to improve on and the areas where they are
doing really well in.2 Though it might be more work as a teacher to constantly be giving oral or
written descriptive feedback, it is beneficial for the students to have that descriptive feedback.
Formative assessments also eliminate the pressure that comes with summative assessments
because students are able to use the opportunity to grow with their learning rather than worrying
about what grade they will receive on their work at the end of the unit. To provide my students
with formative assessments, I will use a variety of exit slips, conferencing (formal and informal),
and portfolios. Exit slips have been important in my practicum as they allowed me to learn where
my students were with the material and what I might need to spend more time on. They also
helped students to learn what material they were struggling with and to be able to communicate
that. Portfolios allow for students to collect all their work and demonstrate their growth through
the unit and the year. I believe that it is important for assessment to provide learning
opportunities and to demonstrate the areas that students are successful in as well as the areas that
That is not to say that summative assessment and standardized testing do not have a place in the
classroom: Standardized testing can be very important and relevant if used properly.
Standardized tests can allow teachers to see if students are ready to move forward with new
outcomes or if they need more work on their current outcomes, not to see if they belong in a
specialized class.3 The issue with standardized testing is that they do not allow for students to
demonstrate their understanding in any way but through a typical test format. Some students
2 Paul Black and Dylan William, Assessment and Classroom Learning Assessment in Education:
Principles, Policy & Practice 5:1 (1998), 17.
3 Robert L. Linn, A Century of Standardized Testing: Controversies and Pendulum Swings Educational
Assessment 7:1 (February 2001), 35.
3
might not be able to demonstrate their understanding and what they have learned through that
style. Though standardized tests do hold value, they should not be the focus of assessment.
Summative assessments also have a certain place in the classroom and an appropriate
time for their use. Summative assessments need to come after already doing formative
assessments and students have learned the outcome; not before as this can hinder students and
discourage them from learning.4 When providing a grade for a summative assessment, there
should be no surprises for the student because they have been getting descriptive feedback
throughout the learning process that explained in detail where they were with learning the
outcomes. Summative assessments do not leave a lot of space for students to grow, they do not
tell students where they are succeeding, or where they might need to focus more on; summative
assessments give students a letter or a number rather than giving them suggestions on areas to
improve.5 I also believe that it is important to co-construct criteria that you will be using for a
summative assessment with students and to go over this with them so they are aware of where
their grade is coming from and the different components that make up that summative
assessment.6 Doing so provides students with more opportunities to be successful with their
learning.
Another important piece of assessment in my opinion is providing students with opportunities for
self-assessment. Providing students with this opportunity for assessment allows for the student to
4 Alfie Kohn, The Case Against Grades Educational Leadership 69:3 (November 2011), 28.
6 Anne Davis and Sandra Herbst, Co-Constructing Success Criteria Education Canada (June 2013), 19.
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take control of their own learning.7 This allows for students to develop autonomy and allow them
room to develop as learners. As a teacher it can be really helpful to know where your students
think they are in their learning and what they think that they need to improve on; this allows you
to be able to shape your teaching around the students to provide them with the best learning
opportunities. Self-assessment can be used for both formatively and summatively as it allows for
students to reflect on their learning and the work that they have produced in a constructive way.
Alfie Kohn says, Educators remind us that what counts in a classroom is not what the teacher
teaches; its what the learner learns, and this is essential to my philosophy. Assessment should
focus on what the student has learned and not what the teacher has taught. Assessment should be
used as a way for students to grow and the best way to provide that is through formative
assessments and descriptive feedback. Summative assessment and standardized testing should
be used after a student has learned something, not while they are still learning because it could
discourage them from continuing with their learning. Allowing students the opportunity to
contribute to their assessment through self-assessments and co-constructing criteria can really
help students with their understanding of the assignment, the content, and where they feel like
they are in terms of their learning. It does not matter how much a teacher teaches, the most
7 Keith A. Oldfield, and J. Mark K. Macalpine. "Peer and self-assessment at tertiary level--an experiential
report." Assessment & Evaluation In Higher Education 20:1 (April 1995), 125.
5
References
Black, Paul and William, Dylan. Assessment and Classroom Learning Assessment in
Education: Principles, Policy & Practice 5:1 (1998), 7-74.
Davis, Anne. Making Classroom Assessment Work. Courtenay BC: Connent2learning, 2011.
Davis, Anne and Herbst, Sandra. Co-Constructing Success Criteria Education Canada (June
2013), 16-19.
Kohn, Alfie. The Case Against Grades Educational Leadership 69:3 (November 2011), 28-33.
Oldfield, Keith A., and J. Mark K. Macalpine. "Peer and self-assessment at tertiary level--an
experiential report." Assessment & Evaluation in Higher Education 20:1 (April 1995): 125.