Tessa Swiger

Philosophy of Assessment
December 3,2017

Assessment is a tool used not only for documenting student progress, but

driving instruction. By monitoring students progress, educators are able to gather

information on how students are learning, what they are learning, and what may

need improvement, as well as any indicators of a learning disability. In a special

education setting, all students have an IEP, so their education is tailored to their

needs and abilities. With an individualized education, I feel that an individualized

assessment must go along with it. One overall assessment might not be

appropriate for some students, therefor providing inaccurate information that the

teacher can utilize. As the role of the teacher, they are the facilitators of

education. Providing students with opportunities for choice, creativity, and

intentional instruction will hopefully increase student productivity as well as

student performance. Classroom climate is an important aspect of any learning

culture, even especially with assessments. The views and attitudes on

assessments as an educator will ultimately effect the students and their

perspectives of it. Student centered learning will also hopefully instill motivation

and passion. By giving students choices and a voice with their learning, they are

being held more accountable for the work they choose to engage in. Both

formative and summative assessments are ways to monitor student progress,

and assess what is being taught in our classrooms. During my time working in a

classroom as well as field hours, there were many forms of assessment being
used continuously. Benchmarks, norm referenced, formative, summative, pre

assessments, and the list goes on. While being in special education classrooms

in many different settings, the data collected from student work not only helps

drive instruction, but goes hand in hand with the student IEP, and whether the

educator is able to help make progress and aide the student in meeting their

goals. When kept organized and in a logical sequence, this information can be

passed on to the next teacher that these students will have, so there is a

reference point and documentation for other educators to go off of, and to make

the most informed decisions. I would hope that I could also receive this

information when given students, if not have a hand in creating this process and

the basis for this system to work. Students will also have a voice in how they will

want to be assessed (rubric, checklist, etc.), and help to create the parameters

for what we will measure. Throughout the year, our classroom will use multiple

assessments to gauge every aspect of the learner, and to get a better overall

view of the student and what they can do.