Assessment: A Key Component of Successful Learning

ED 6380 - Spec Topics in Ed Tech

Assessment is a critical component of the learning process. It is through assessment that we evaluate the effectiveness of our teaching methods and determine whether our students are achieving the desired learning outcomes. In this blog post, we will explore the importance of assessment and how it can be used to enhance the learning experience.

Assessment takes many forms, including exams, quizzes, essays, and class participation. The purpose of assessment is to measure student understanding and progress towards the learning objectives. Through assessment, we can identify areas where students are struggling and provide additional support to help them succeed. It also allows us to recognize areas where students are excelling, and to provide them with opportunities to further develop their skills.

The article "From Formative Assessment to Assessment For Learning: A Path to Success in Standards-Based Schools" by Stiggins (2005) argues that the mission of schools from ranking students to ensuring that all learn to specific standards, further implies that the purpose and form of assessments must change as well. Stiggins (2005) cites the emotional effect this system has on the schools and students, perpetuating students identifying themselves as capable learners and the confidence attained boosting their inner emotional strength to risk of striving for more success and their belief that success was within their reach. This of course benefited the high achieving students, most probably had parental tutoring support at home and their parents were examples of what confidence and success looked like. Stiggins (2005) also indicates that assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level.

The article titled "Pathways to New Accountability Through the Every Student Succeeds Act" (Pathways to New Accountability Through the Every Student Succeeds Act, 2016) stipulate that achieving an equitable school system that leads to meaningful, relevant, and engaging learning opportunities for all children will require, for example, that states and districts provide funding and other resources that target the schools and districts serving high populations of students who live in poverty, have special needs, or are English language learners. Most probably, the low achieving students had a direct correlation with socio-economic status and directly linked to their parent’s level of education and ability to assist them with homework and home tutoring.

In conclusion, I am interested in learning more about how schools are implementing the "No Child Left Behind" policy and how teaching strategies have changed to achieve this goal. Additionally, I find it intriguing to learn more about the shift from summative testing (end of the year) to formative testing, which is focused on assisting teachers to conduct assessments that determine student transfer of knowledge consistent with the school's curriculum.

For Future Reference:

Getting started with Assessment for Learning

https://cambridge-community.org.uk/professional-development/gswafl/index.html

I found this article interesting because it provides greater understanding of “Assessment for Learning” or AFL as they refer to it. It defines assessment and describes the relationship between formative and summative assessment. I love their quote, “In AFL, it is the purpose of assessment, rather than the nature of it, that is important.”

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