Philosophy of assessing student learning by Constance McCarty
I believe that assessment is not the end result but the
beginning of the next chapter. Assessments should be used as a tool for
improvement. They should include results of a lesson learned as well as
educational goal progress and action plans on what comes next.
I believe that learning is multidimensional so assessments should include
performance over time. They should not only reflect what a student knows but
what they can do with that knowledge. We should not only assess actual
performance and abilities but also change, growth, and degrees of integration.
When assessments are used as a goal oriented process it will measure
educational performance, purposes, and expectations. Students will know where to
aim next. Students will understand how and what goals will be taught and
learned. As long as the assessments are specific with clear implementable goals
they will be useful.
Assessments as a tool instead of an outcome will help me as a teacher
understand how each student learns best. By tracking the results we can see what
conditions they learn best from as well as what learning experience can produce
positive outcomes. Then we have a tool that will help us improve the student’s
whole learning experience.
Assessments should be based on valid standards that are grade level
appropriate. They should be specific to individual abilities. Assessment should
consider a wide range of important performance knowledge, formal and informal,
standardized and non-standardized.
Results need to be communicated not only to the administration and
parents but also to the students. They are the only ones with the real ability
to improve. These results need to be consistent, fair, and
timely
beginning of the next chapter. Assessments should be used as a tool for
improvement. They should include results of a lesson learned as well as
educational goal progress and action plans on what comes next.
I believe that learning is multidimensional so assessments should include
performance over time. They should not only reflect what a student knows but
what they can do with that knowledge. We should not only assess actual
performance and abilities but also change, growth, and degrees of integration.
When assessments are used as a goal oriented process it will measure
educational performance, purposes, and expectations. Students will know where to
aim next. Students will understand how and what goals will be taught and
learned. As long as the assessments are specific with clear implementable goals
they will be useful.
Assessments as a tool instead of an outcome will help me as a teacher
understand how each student learns best. By tracking the results we can see what
conditions they learn best from as well as what learning experience can produce
positive outcomes. Then we have a tool that will help us improve the student’s
whole learning experience.
Assessments should be based on valid standards that are grade level
appropriate. They should be specific to individual abilities. Assessment should
consider a wide range of important performance knowledge, formal and informal,
standardized and non-standardized.
Results need to be communicated not only to the administration and
parents but also to the students. They are the only ones with the real ability
to improve. These results need to be consistent, fair, and
timely