Description
Readings
this week in EDAT 6115 discussed another important element of an effective learning
environment, assessment. Assessments provide teachers with the information needed
about student learning to create effective lessons and meet student needs. By
connecting our teaching and learning objectives directly to assessments, we can
effectively define and measure student learning.
Analysis
Effective teachers develop thoughtful
instructional plans that map out the journey of student learning. Of the many
tasks that are involved with this process, some of the most important include
establishing clear learning objectives and creating assessments that measure student
learning. These steps provide important data about student progress toward mastery
of the learning goals. Teachers begin the process of planning for instruction
by unpacking the standards and determining skills and concepts that need to be taught
to meet curriculum standards. From there, instructional objectives should be written
in a way that focuses on the skill or concept that students should know, the
conditions in which it will be used, and how it will be measured (Slavin, 2018).
Instructional objectives that are written with these parts in mind provide
clear goals for students and provide benchmarks by which teachers can measure
students’ proficiency and growth. All assessments incorporated into the
instructional unit should be tied to the instructional objectives and allow
students to show growth and mastery through varied methods.
Traditionally
students have been assessed using tests or quizzes, multiple-choice questions
with right and wrong answers. Research has shown that in many cases, these types
of assessments limit the information gained about student learning. Many times,
the concepts and skills defined in the instructional objectives are better
assessed using alternative forms of assessment like written responses, creative
products, or performance-based evaluation (Slavin, 2018). When teaching and
performance objectives are created, attention should be paid to the cognitive complexity
of the lesson goals and assessment should be designed that reflect the proper
level of understanding. Using a tool like Bloom’s Taxonomy can be helpful in
determining the types of assessment that match the cognitive level of the learning
objectives (Slavin, 2018). “The primary importance
of Bloom’s Taxonomy is in its reminder that we want students to have many
levels of skills” (Slavin, 2018, p. 347). Varying assessments in our lessons allow
students to show understanding of concepts at each taxonomic level and provides
valuable data about the whole student. This allows teachers to make
instructional decisions that support the needs of the student based on data and
information gathered through targeted assessment. Effective teachers incorporate
a large variety of assessment types for both summative and formative evaluation
of student learning.
Benefits
of proper assessment exist for all stakeholders in the learning process. Students
gain valuable information about their strengths and weaknesses from regular assessment
and evaluation (Slavin, 2018). Armed with information about their progress
toward mastery of standards, students can make intentional choices and changes
to the learning process as needed. Teachers gain valuable information about “the
effectiveness of their instruction” allowing them to modify instruction to
ensure all students are progressing with content mastery (Slavin, 2018, p. 349).
Varying the types of assessment used will provide different types of data
(qualitative, quantitative, and observational) that can be used to make
instructional decisions. Stakeholders outside of the classroom (such as
administrators, district personnel, and parents) also benefit from assessment
data as it is used to determine program and curriculum effectiveness, establish
school improvement goals, and to monitor accountability and achievement (Slavin,
2018).
Considering
the data from assessment is so valuable, it is important that assessments are designed
with validity and reliability in mind. Assessments should have clear
connections to the instructional and learning objectives. Using a table of
specifications for each instructional unit that includes “the various objectives
taught and the different levels of understanding to be assessed” ensures assessments
are valid and reliable (Slavin, 2018, p. 356). Once the assessment strategy has
been determined, questions and tasks should be written in ways that students
understand and adequately show their understanding of concepts of skills.
Reflection
Over
the years, my views on assessment have changed drastically. I began teaching in
2004 when traditional methods of assessment were standard and performance
assessments were rare and trendy. Because I was taught using multiple choice
tests that evaluated my ability to remember content, I was okay with this type
of assessment to begin with. But, in the 17 years since, I have witnessed a significant
evolution of assessment and grading practices that I feel better suit the needs
of students and their learning process. In my own classroom, I have embraced
the use of varied formative assessment, digital assessment, and group and
performance assessment. I enjoy incorporating choice for my students in how
they show their understanding of content and skill proficiency and find value
in the whole picture I can form about a students’ competencies. I appreciate
the benefits I see from changes in how standards are written, the development
of measurable learning objectives, and the use of assessment data in
instructional decision making.
Each of these changes
have made instructional goals and student assessment more aligned and more valuable
for all stakeholders. I have found that through the use of formative assessment
I have a better grasp of where my students are in the learning process and am
able to make decisions that support their learning based on data, not just intuition
or observation. In addition, my students are better informed about their own
progress and can self-regulate their learning. They are empowered to make
decisions about extra practice, tutoring, or enrichment opportunities they may
need. My professional learning community (PLC) can use data from formative and summative
assessments to determine the instructional strategies that are more effective
so that we can improve student learning and performance on end of year
assessments. My administrators and district personnel have abundant data by
which to evaluate program and curriculum efficacy and make changes at levels
above the classroom that positivity impact student learning. Many see
assessment as a necessary evil, but I am really embracing the power of
assessment these days. Instead of working for assessments, I am making my
assessments work for me. I am learning how to properly design assessments that provide
the information my students and I need to teach and learn.
Reference
Slavin, R.E. (2018). Educational Psychology: Theory
and Practice (12th ed.). Pearson.
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