What is the goal of assessments for students?
As a third-year teacher, this is something that I ask myself quite often. During my first year of teaching, I focused on designing lessons and tests that pushed my students to understand the material. After reflecting on these moments, I have made changes throughout this school year, but there are always ways to improve, especially when it comes to assessments, their use in the classroom, and how they impact the learning process.
When I think of assessments, I believe they check students' understanding of the material and see their growth in a concept or idea (Shepard, 2000). Assessments are the tools teachers use to help gauge where their students are in reaching the learning objectives. This evaluation is vital in the learning process because learning sometimes builds on previous steps. Some may only understand the material with a check-in of the learning process, and their teachers might see. It demonstrates how the lessons work to build on prior knowledge and experiences and expand their schemas as they learn new material. It is another check of the student's process of comprehending the concept.
Since the beginning of the semester, the goals of the course were explained as a reminder of the purpose as we learned about assessments. This class aimed to develop the ability to create intentional, aligned, meaningful, and manageable assessments. As I have designed a variety of creations, I have kept this as a backbone to reflect on as I learned about new ideas in each unit. I knew that I could alter my thinking and develop the necessary skills to create authentic assessments that aligned with the course and where my expectations were from them.
How can assessments become meaningful experiences in the classroom for teachers and students?
Assessments help to enhance teaching practices because they allow for reflections on the lessons and activities used during the learning process. Through formative and summative assessments, teachers can give low- and high-stakes opportunities to see where the learning is throughout the unit. Formative assessments help students practice the material to see the gaps in knowledge. Summative assessments are used to see students understanding at the end of the unit. With various formative and summative assessments, teachers can see the comprehension of the material and determine if students are ready to move to the next level (Shepard, 2000). Both formative and summative assessments demonstrate students' knowledge and can be used together to help students reach their end goals meaningfully.
For teachers, assessments help how the material is taught. It is not about teaching to the test; instead, it is about ensuring the lessons and activities meet the learning objectives related to the assessment. Teachers can be creative when designing lessons, which can change how assessments are viewed. For example, project-based learning brings new learning and assessment into the classroom. Students are challenged to demonstrate their knowledge through projects that show a deeper understanding of the material, allowing them to have more choices in their learning. With the opportunity for a student-centered learning approach, students are the directors of their knowledge and can use problem-solving skills to help them learn through the experience. These ideas I knew needed to be implemented into the assessments I give to my students moving forward.
How did CEP 813 help me create meaningful assessment design experiences?
When I began the course, I could reflect on the best assessments I have created and those I view as my worst. Having the opportunity to reflect allowed me to think about what assessments allowed me to think about my progress with design assessments. Were they designed with various formats that will enable students to be challenged differently? Did they align with the learning objectives? Did the activities leading to the summative assessment prepare my students enough? Throughout these questions and reflection, I created an image of where I wanted my assessments to strengthen and the approach that would guide me.
Throughout the learning process, I learned about essential design principles that help create more robust assessments. The refresher on backward design realizes my thoughts on understanding and transfer. The idea of backward design focuses on the desired outcome (Wiggins & McTighe, 2005). As I begin to plan, I keep the goal in mind but develop lessons that allow students to build on their comprehension of the material through activities to build upon their knowledge using the ideas of Understanding by Design.
Building on that approach and method, I was reminded of the ideas of fairness, reliability, objectivity, and validity, also known in this course as FROV. Using these tools, I created lesson plans that incorporate thesis ideas to help show that assessments are aligned, support learners' needs, have questions in various formats, and carefully evaluate every step of the way (Schneider & Hutt, 2013). With the design of assessments, it is essential to think about FROV as a tool to help make activities more balanced and impactful for students. As I created assessments this semester, these ideas allowed me to consider the assessment criteria for students to reach their full potential.
As a third-year teacher, this is something that I ask myself quite often. During my first year of teaching, I focused on designing lessons and tests that pushed my students to understand the material. After reflecting on these moments, I have made changes throughout this school year, but there are always ways to improve, especially when it comes to assessments, their use in the classroom, and how they impact the learning process.
When I think of assessments, I believe they check students' understanding of the material and see their growth in a concept or idea (Shepard, 2000). Assessments are the tools teachers use to help gauge where their students are in reaching the learning objectives. This evaluation is vital in the learning process because learning sometimes builds on previous steps. Some may only understand the material with a check-in of the learning process, and their teachers might see. It demonstrates how the lessons work to build on prior knowledge and experiences and expand their schemas as they learn new material. It is another check of the student's process of comprehending the concept.
Since the beginning of the semester, the goals of the course were explained as a reminder of the purpose as we learned about assessments. This class aimed to develop the ability to create intentional, aligned, meaningful, and manageable assessments. As I have designed a variety of creations, I have kept this as a backbone to reflect on as I learned about new ideas in each unit. I knew that I could alter my thinking and develop the necessary skills to create authentic assessments that aligned with the course and where my expectations were from them.
How can assessments become meaningful experiences in the classroom for teachers and students?
Assessments help to enhance teaching practices because they allow for reflections on the lessons and activities used during the learning process. Through formative and summative assessments, teachers can give low- and high-stakes opportunities to see where the learning is throughout the unit. Formative assessments help students practice the material to see the gaps in knowledge. Summative assessments are used to see students understanding at the end of the unit. With various formative and summative assessments, teachers can see the comprehension of the material and determine if students are ready to move to the next level (Shepard, 2000). Both formative and summative assessments demonstrate students' knowledge and can be used together to help students reach their end goals meaningfully.
For teachers, assessments help how the material is taught. It is not about teaching to the test; instead, it is about ensuring the lessons and activities meet the learning objectives related to the assessment. Teachers can be creative when designing lessons, which can change how assessments are viewed. For example, project-based learning brings new learning and assessment into the classroom. Students are challenged to demonstrate their knowledge through projects that show a deeper understanding of the material, allowing them to have more choices in their learning. With the opportunity for a student-centered learning approach, students are the directors of their knowledge and can use problem-solving skills to help them learn through the experience. These ideas I knew needed to be implemented into the assessments I give to my students moving forward.
How did CEP 813 help me create meaningful assessment design experiences?
When I began the course, I could reflect on the best assessments I have created and those I view as my worst. Having the opportunity to reflect allowed me to think about what assessments allowed me to think about my progress with design assessments. Were they designed with various formats that will enable students to be challenged differently? Did they align with the learning objectives? Did the activities leading to the summative assessment prepare my students enough? Throughout these questions and reflection, I created an image of where I wanted my assessments to strengthen and the approach that would guide me.
Throughout the learning process, I learned about essential design principles that help create more robust assessments. The refresher on backward design realizes my thoughts on understanding and transfer. The idea of backward design focuses on the desired outcome (Wiggins & McTighe, 2005). As I begin to plan, I keep the goal in mind but develop lessons that allow students to build on their comprehension of the material through activities to build upon their knowledge using the ideas of Understanding by Design.
The sandbox assessment creations were the tasks that were the most meaningful to me throughout the course. I took my social studies content and developed assessments I could use in the classroom. Each unit provided the configuration ideas to rethink how my activities developed my students' learning. Using random constraints, I designed assessments that pushed me to reconsider the learning in my classroom. I ensured each lesson component aligned with the Michigan social studies standards and learning objectives and made sense as they connected to create meaningful learning experiences for my students.
As I continued to make more, the constraints changed, and more were added. For example, I was able to add more structure through the use of different techniques, technology, the feedback response of the teacher, the design, and how data would be used. The more constraints I had, the trickier it became to create the activities, but I could see how my assessments transformed from Sandbox 1 to Sandbox 18. They became the assessments I strived for from the beginning of the course. They challenged me and altered my thinking as I was creating assessments, impacting me more than I thought I would. My creations became more robust in a way I did not know my activities could become. I began thinking I would make simple learning activities, but I finished understanding more about assessments and how various structures can transform the impact of assessments in learning.
How do we improve assessments?
Assessments are essential for showing an understanding of the material, but it is crucial to keep improving them. Like bringing in new ideas such as project-based learning, assessments should help students comprehend their learning and give them feedback. Shepard explains that assessments can help students reflect on their learning process (Shepard, 2000). Students can see how their preparation led to the expected outcome, whether understanding the material or reviewing their study habits. Additionally, feedback from teachers can guide students to reach their full potential.
Throughout the sandbox assessments, I learned more about the evaluation of assessments. As a teacher, I must reflect on the activities I give students to ensure they are aligned and help students to learn the content. To assist in this reflection of assessments, rubrics and other types of feedback, such as written or verbal, can help students have personalized guidance to gauge their understanding. As my sandbox assessments progressed, this component was vital in creating well-rounded activities that allowed my students to understand through progress and to improve.
Assessments are transforming, and as the world of technology changes, we need to adapt and grow with them. Education technology can assist with using more technology in the classroom (Selwyn, 2011). This not only improves technology skills but helps students to use them in a variety of ways that helps to make technology more beneficial for students and educators. The opportunities that technology can bring are endless and can assist with the creation and results aspect of testing.
So, what does the future look like for education and assessments?
The world of education is changing every second, as well as the ideas around assessment. The role of assessing our students is still the same. Educators must understand their students' knowledge and how to help them comprehend the learning targets. But, that requires a new outlook on the role of assessments and how they impact the learning process. So how do we get there?
I would give teachers the time to revise the testing data. Often, we only take the time to reflect on the assessment if it goes well. But all tests need to be reflected on. For example, the vocabulary could be addressed to help differentiate the test for all students. Depending on the outcome of the assessment, whether good or bad, it is vital always to be evaluated to make the assessment better and to help make the teaching of lessons the best it can be. It is not about teaching the test but reflecting on the path toward it and the test itself.
Assessments are transforming, and as the world of technology changes, we need to adapt and grow with them. Education technology can assist with using more technology in the classroom (Selwyn, 2011). This not only improves technology skills but helps students to use them in a variety of ways that helps to make technology more beneficial for students and educators. The opportunities that technology can bring are endless and can assist with the creation and results aspect of testing.
For example, my school district is beginning to implement Performance Matters by PowerSchool. This application works directly with our SIS system. Performance Matters is an assessment creator that allows educators to create tests and use pre-made content that aligns with standards-based grading practices. It allows one the opportunity for digital and paper assessments. Although I am just learning how to use this application, it has helped me collect student data and revisit assessments I have created. In the small amount that I have used, I have seen how it is helping me to reflect on my teaching and what opportunities this application can do for me as I use it more.
Technology and assessment are going to be around for a while. It is vital to ensure educators reflect on the teaching methods for both and keep transforming how we use them for our students to their full potential as learners. This is only the beginning of my assessment journey, and I am excited to see how I grow as an educator and my design and creation of assessments.
References
Montenegro, E., & Jankowski, N. A. (2017). Equity and assessment: Moving towards culturally responsive assessment. (Occasional Paper No. 29). University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Schneider, J. and Hutt, E. (2013). Making the grade: a history of the A–F marking scheme. Journal of Curriculum Studies. DOI 10.1080/00220272.2013.790480
Selwyn, N. (2011). Education and technology: Key issues and debates. Continuum International Publishing.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
Wiggins, G., & McTighe, J. (2005). Understanding by Design, (2nd Ed.). Association for Supervision and Curriculum Development.
As I continued to make more, the constraints changed, and more were added. For example, I was able to add more structure through the use of different techniques, technology, the feedback response of the teacher, the design, and how data would be used. The more constraints I had, the trickier it became to create the activities, but I could see how my assessments transformed from Sandbox 1 to Sandbox 18. They became the assessments I strived for from the beginning of the course. They challenged me and altered my thinking as I was creating assessments, impacting me more than I thought I would. My creations became more robust in a way I did not know my activities could become. I began thinking I would make simple learning activities, but I finished understanding more about assessments and how various structures can transform the impact of assessments in learning.
How do we improve assessments?
Assessments are essential for showing an understanding of the material, but it is crucial to keep improving them. Like bringing in new ideas such as project-based learning, assessments should help students comprehend their learning and give them feedback. Shepard explains that assessments can help students reflect on their learning process (Shepard, 2000). Students can see how their preparation led to the expected outcome, whether understanding the material or reviewing their study habits. Additionally, feedback from teachers can guide students to reach their full potential.
Throughout the sandbox assessments, I learned more about the evaluation of assessments. As a teacher, I must reflect on the activities I give students to ensure they are aligned and help students to learn the content. To assist in this reflection of assessments, rubrics and other types of feedback, such as written or verbal, can help students have personalized guidance to gauge their understanding. As my sandbox assessments progressed, this component was vital in creating well-rounded activities that allowed my students to understand through progress and to improve.
Assessments are transforming, and as the world of technology changes, we need to adapt and grow with them. Education technology can assist with using more technology in the classroom (Selwyn, 2011). This not only improves technology skills but helps students to use them in a variety of ways that helps to make technology more beneficial for students and educators. The opportunities that technology can bring are endless and can assist with the creation and results aspect of testing.
So, what does the future look like for education and assessments?
The world of education is changing every second, as well as the ideas around assessment. The role of assessing our students is still the same. Educators must understand their students' knowledge and how to help them comprehend the learning targets. But, that requires a new outlook on the role of assessments and how they impact the learning process. So how do we get there?
I would give teachers the time to revise the testing data. Often, we only take the time to reflect on the assessment if it goes well. But all tests need to be reflected on. For example, the vocabulary could be addressed to help differentiate the test for all students. Depending on the outcome of the assessment, whether good or bad, it is vital always to be evaluated to make the assessment better and to help make the teaching of lessons the best it can be. It is not about teaching the test but reflecting on the path toward it and the test itself.
Assessments are transforming, and as the world of technology changes, we need to adapt and grow with them. Education technology can assist with using more technology in the classroom (Selwyn, 2011). This not only improves technology skills but helps students to use them in a variety of ways that helps to make technology more beneficial for students and educators. The opportunities that technology can bring are endless and can assist with the creation and results aspect of testing.
For example, my school district is beginning to implement Performance Matters by PowerSchool. This application works directly with our SIS system. Performance Matters is an assessment creator that allows educators to create tests and use pre-made content that aligns with standards-based grading practices. It allows one the opportunity for digital and paper assessments. Although I am just learning how to use this application, it has helped me collect student data and revisit assessments I have created. In the small amount that I have used, I have seen how it is helping me to reflect on my teaching and what opportunities this application can do for me as I use it more.
Technology and assessment are going to be around for a while. It is vital to ensure educators reflect on the teaching methods for both and keep transforming how we use them for our students to their full potential as learners. This is only the beginning of my assessment journey, and I am excited to see how I grow as an educator and my design and creation of assessments.
References
Montenegro, E., & Jankowski, N. A. (2017). Equity and assessment: Moving towards culturally responsive assessment. (Occasional Paper No. 29). University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Schneider, J. and Hutt, E. (2013). Making the grade: a history of the A–F marking scheme. Journal of Curriculum Studies. DOI 10.1080/00220272.2013.790480
Selwyn, N. (2011). Education and technology: Key issues and debates. Continuum International Publishing.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
Wiggins, G., & McTighe, J. (2005). Understanding by Design, (2nd Ed.). Association for Supervision and Curriculum Development.
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