Philosophy of Assessment

Hilary Dingman
EDUC 5913
Professor Buggie
March 1st, 2018
 Introduction

I believe that assessment is a crucial component to an effective teaching and learning

process. I intend on adopting a comprehensive approach when considering assessment, as there

are many diverse and complex factors to consider. Within my teaching practice I plan on

utilizing the three core pillars of assessment: assessment for learning, assessment as learning,

and assessment of learning. It is in my opinion, that all three approaches to assessment allow

teachers to gather information on both their own effectiveness, and also their students’ level of

achievement. With regards to assessment, I will also involve my students in the assessment

process, as it will enhance their learning and motivation. Finally, I believe that all students

should be given a fair and equal opportunity to demonstrate their understanding of the

determined content standards.

Assessment for Learning

The first form of assessment that I intend on using while teaching, is assessment for

learning. Assessment for learning will inform me, the teacher on the type of strategies that I will

need to employ, as it pertains to my students’ current knowledge and understanding. After

seeking and interpreting this data, I will then have a greater understanding of the types of

strategies that I will need to use, and the approach that I will need to adopt in order to produce

capable learners. I also plan on including my students within this process, so that they can

develop a clearer understanding of their own individual learning destination. I believe that by

allowing my students to participate in creating the assessment criteria, they will have the

information that they need to self-regulate and self-monitor their way to success.
 Assessment as Learning

Contrary to assessment for learning, assessment as learning is done by the student. With

this approach the roles are reversed, and the student becomes their own assessor. I intend on

providing my students with plenty of opportunities to self-assess, as I believe it will help them to

become more reflective, and self-monitoring learners. Similar to other aspects of learning, I will

need to teach my students how to properly assess themselves using the tools that I have provided.

Once the students become confident in their ability to self-assess, they will then become more

independent and self-motivated learners. From this process, I also anticipate students taking on a

greater role in their own learning and setting future goals for success.

Assessment of Learning

Lastly, assessment of learning is a list of strategies that teachers use in order to uncover

what a student has learned, with regards to a particular subject area. Teachers often use this form

of assessment to gauge whether or not their students have met the specific curriculum standards

and outcomes. The effectiveness of this form of assessment, will depend largely on the types of

strategies that I will use. For instance, rather than having assessments rest entirely with me the

teacher, I feel that it is important that students also take part in the collection of evidence. When

assessing student work, I intend on asking my students to collect specific evidence of learning, in

relation to the learning goals that we have set.

One form of joint assessment that I really value, is the use of student portfolios. A

portfolio, is a compilation of a students’ academic work, which shows progress within a

particular subject area. Not only are student portfolios an effective way for a teacher to evaluate

a students’ work, but it also provides the students with an opportunity to see their own academic

growth. With the portfolios, for example, I plan on supporting my students through the process
of collecting and reflecting on their proof of learning. I feel that this is an important component

to assessment, as it will lead to students to feel a deeper sense of ownership and investment in

their learning.

Multiple Ways of Representing

To effectively meet my students’ needs, I intend on developing new and engaging ways

for my students to demonstrate their understanding. I feel that too often students are expected to

demonstrate their knowledge and comprehension through limited ways such as quizzes, essays,

and tests. In order to stray from these conservative forms of assessment, I will need to first get to

know how each of my students process information, and what specific interests motivate their

learning. Once I obtain this information, I will then create assessments that are specifically

designed to meet my student’s needs. While developing these options may take more time and

extra preparation, it will be worth it, as a larger number of students will be able to experience

success in the classroom.

In addition to providing my students with more choice, I also believe in using multiple

forms of evidence and perspectives in my assessment practices. For instance, I intend on

adapting the triangulation of evidence into my assessment practices, by taking everything a

student says, does, or creates as potentially evidence of learning. While the triangulation process

of assessment may be time consuming in the beginning, it will be essential for me in creating a

more complete picture of student learning. Lastly, I feel that this comprehensive approach

towards assessment, will help me to be more confident in knowing what my students have

learned, and where their academic needs lye.

 Conclusion

After reviewing the different forms of assessment, I believe that each one serves a

specific purpose, and that they are most effective when used strategically, and in combination

with one another. I believe that the use of multiple tools when assessing is so important, as I will

need to review a wide range of information before coming to a concrete conclusion as to what

my students do and do not know. Additionally, I feel that assessment is not a “one size fits all”

model, and as a result I will need to be cognizant of this when deciding on my chosen form of

assessment.
 References
Davies, A., & Herbst, S. (2015). Grading, Reporting, and Professional Judgement in
Elementary Classrooms. Connections Publishing.
Davies, A., & Herbst, S. (2017). Making Classroom Assessment Work. Courtenay, British
Columbia: Connect21earning.
McMillan, J., Myran, S., & Workman, D. (2002). Elementary Teachers' Classroom Assessment
and Grading Practices. The Journal of Educational Research, 95(4), 203-213. Retrieved
from http://www.jstor.org/stable/27542381
Wiliam, D. (2013). Assessment: The Bridge between Teaching and Learning. Voices from the
Middle, 21(2), 15-20. Retrieved February 26, 2018.