Why are we assessing? What is it for?

When looking at the methods of assessment, it is clear to see the value behind each of the several principles for effective assessment listed by Volante (2006). As a future educator it is important for me to understand what it takes to provide my students with assessments that are functional.

One of the fears that I have as a becoming teacher is ensuring the alignment of my assessments with learning targets that I have for my students. I do not have much practice with putting this into place yet, but I am hoping that my pre-internship will allow me to better prepare for assessing all future students. Volante (2006) mentions that “new teachers have experience only with the assessment measures that their teachers used when they were students.” I believe this to be true. Throughout my schooling I was never fully aware of what I was being assessed on, which is something that I think is unfair to students. This alignment is fundamental in student success. If students are unaware of what they are being assessed on, or if it does not align with their own personal qualities, they may not be successful. Building relationships with students may also be extremely beneficial for assessment purposes.

The article written by Volante (2006) also shows many examples of different assessments that can be done. Knowing that all of our learners will have different experiences and learn in different ways is vital in determining how to assess. As we know, there are various types of learning styles which we will undoubtedly encounter in each of our classes. Therefore, we must be able to assess in various ways to reach all of these learners.

Brown, Race and Smith (1991) discuss many assessment techniques that can be used as teachers, as well as how to ensure that your evaluation process meets all of the required aspects. One of the most important things that I read in this handbook states that assessment needs to resemble, as closely as possible, what you want your students to learn. I think this is a great way to view assessment as it can sometimes be very overwhelming but viewing it this way allows educators to break it down into simpler aspects and build off of that. I also like how they discuss the adaptive dimension to assessment, as it once again shows the importance of understanding our students. I personally believe that if you are not relational with your students and you don’t understand how they learn best, you will be unable to adequately assess your students. It is also important to take into account that assessment practices will vary from year to year, as the classes you teach will also change.

Another aspect that I think is important to consider is that not everything needs to be assessed. Learning can be done without having to assess students on every individual thing that they do. Assessing too much adds much more work to the teachers plate. If assessment is meaningful and purposeful, there should be no need to over-assess.