Académique Documents
Professionnel Documents
Culture Documents
Brittany Everett
When students think of assessment, some things that may come to mind are former
stressful times, impractical testing and unnecessary pressure. As a teacher, I really hope to get
rid of any of these negative views associated with assessment. I personally believe that
assessment should not be about fitting a student into a certain category, it should be about
assessing a student in ways that eliminate stress and monitors where they are in their learning
process. Rather then simply passing or failing a student, I believe in providing that student with
descriptive feedback to help with their understanding. Assessing students should happen with a
mixture of both formative and summative paired with self and peer assessment.
assessment may be the most important type of assessment that a teacher can do for their
students. Formative assessment allows teachers to use various methods of assessing their
students, allowing each and every students individual learning style to be able to shine through
making sure that every student can show the teacher their understanding in many different ways.
Some formative assessment ways I would incorporate into my teaching are exit slips, checklists,
conferencing, portfolios and mini presentations within a larger unit. These applications of
formative assessment provide a way that I can interact with my students progress of learning by
engaging in the process along the way with them. By completing formative assessment, I have
the ability to monitor a childs progression throughout the year who may be struggling in a
specific area.
Summative assessment is one area that has been used widely throughout the past. I
believe that summative assessment is crucial for pinpointing the grand understanding of a class.
However, I believe that as teachers we have the responsibility to give every child with different
learning styles the ability to show their understanding in a variety of different forms. This is why
I would like to implicate a method of summative assessment that does not only include the typical
pencil and paper summative method. I believe giving students a general choice in how they want
to demonstrate their understanding is crucial. This allows teachers to get an accurate reading of
each individual students comprehension by giving them a choice in how they wish to present
their understanding.
Peer assessment I believe Is something that can be used widely in the upper Elementary
level. By allowing students to give constructive feedback to their peers, it allows each one of
them to understand that feedback is critical but helps them reach their goals. By students giving
feedback to one another, their learning is self induced and allows them to seek higher in depth
students with constructive feedback. Constructive feedback is important to help students reach
and written feedback, I believe I will be able to give my students more insight on where they are
going and help them expand their learning. I believe it is important that students be given the
choice to re-do assignments and rewrite tests. Learning takes time and is part of growth, students
need the ability to check their mistakes and learn how they can make it better.
Overall I believe that learning is wholly about growth and learning from your mistakes. As
Myron Dueck mentions, providing students with the opportunity to re-write their assessments is
very important to encourage continuous learning and improvement (2011). As a teacher, I want
my students to reflect on their work. I am a firm believer that formative assessment is the most
important type of assessment a teacher can provide for their students. Formative assessment
allows the teacher, parents and the students to see growth in their work and get a good
understanding of where that child is on their learning journey. Summative assessment is crucial
for understanding class standings and guiding the teacher in direction. However, in my class
summative assessment would not be completed focused on pencil and pen testing, I would
provide my students with various ways of representing their knowledge in a way that suits them.
References
Dueck, M. (2011). How I broke my own rule and learned to give retests. Educational