Views on Educational Assessment

Have you ever thought about how teachers track a student's progress from developing foundational skills in pre-K, such as purposely trying "different ways of doing things to see what and how they work" (Scott-Little et al., 2013,p.31), to excelling in challenging math problems in high school? Educational assessments hold the key. Ever since the inception of formal education, assessments have been instrumental in evaluating educational outcomes. These evaluations encompass a wide array of methods designed to determine students' learning needs, measure their achievement against established standards, and track their developmental progress. From simple observations and checklists in early childhood to complex rubric driven projects and standardized assessments in later years, help us understand and support student learning in profound ways. In the early years, assessments focus on critical areas such as social-emotional development, learning how to participate in a classroom setting, and understanding expectations, even before the alphabetic principle is introduced (Scott-Little et al., 2013). Recently, there's been a shift towards using assessments to not only measure but also to inspire students to "realize their dreams," as suggested by Stiggins (2014). What does this mean? Assessments are not there to simply judge student learning and understanding, but self- assessments help students ascertain their own progress, identifying strengths and areas needing improvement, placing power right in their hands.

Setting Clear Objectives: The Backward Design Approach

When planning lessons, it is imperative to always start with clear, measurable objectives aligned with the relevant curriculum standards. Using the backward design approach (Loeser, 2021), I begin by identifying desired learning outcomes ( the standards that you want to cover) and then plan assessments and instructional activities to achieve those goals. For example, in a kindergarten lesson on basic shapes, the objective might be for students to identify and describe circles, squares, and triangles (Wiggins & McTighe, 2005). You start with the standard, for example in the North Carolina Standard course of study NC.K.G.3 "Identify squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres as two-dimensional or three-dimensional"(NCSCOS, 2023., p.26). By starting with the end in mind, backward design helps create a cohesive and focused educational experience that aligns assessments directly with learning goals. When you know what your standard of focus is, you let the students know as well. You simply must let them know why you are doing what you are doing and why it is important. Be transparent in your expectations, no matter what level you teach at. Even the little ones respond to goal setting.

Choosing the Best Type of Assessment

There are various types of assessments, each with its own advantages. Open-ended assessments encourage creativity and deeper understanding, while multiple-choice questions are efficient for testing specific knowledge. Personally, I prefer performance assessments as they provide a more authentic measure of student abilities, testing not just knowledge but also critical thinking and problem-solving skills (Darling-Hammond & Adamson, 2014). However, students should be exposed to various assessment types, to better prepare them for expectations at standardized junctures. As educators we should be astute as to what the end of grade expectations are and how these skills and that knowledge translates into real world settings.

Why Effort Grades Matter

Effort grades measure aspects of student engagement beyond traditional academic achievement. In kindergarten, these grades reflect a child's attitude towards learning, including completing assignments and participating in class activities. As students progress to elementary school, effort grades continue to play a crucial role by encouraging young learners to develop good study habits and a positive attitude towards learning. In middle school, effort grades help students navigate the increasing complexity of their coursework and maintain motivation through the challenges of adolescence. At the high school level, effort grades can support students in managing their workloads, balancing extracurricular activities, and preparing for post-secondary education or careers.

Effort grades foster a growth mindset (Dweck, 2016) and self-efficacy, encouraging students at all levels to develop positive learning habits and confidence in their abilities (Stiggins, 2014).

The Role of Student Self-Assessment

Student self-assessment empowers learners to reflect on their progress and set personal goals. Through reflective journals, self-rating scales, and peer reviews, students take ownership of their learning journey. Involving them in the assessment process is crucial for engagement and motivation (Andrade & Valtcheva, 2009).

Tracking Growth with Portfolios

Portfolios for student growth showcase a student’s development over time through essays, projects, and reflections. While maintaining portfolios can be time-consuming, they provide a comprehensive view of a student’s learning journey and long-term growth (Paulson et al., 1991).

Visualizing Data: How Figures Help

Visual aids like tables and graphs enhance the assessment process by presenting data clearly. For instance, a graph showing student progress over time can quickly highlight trends and areas needing attention. Here’s an example figure illustrating student scores over a semester, which helps identify consistent improvement or areas requiring intervention:

Figure 1

Line graph showing student grades over time.

In this example, you can see how students' scores varied over a semester. This type of visual representation helps in quickly identifying patterns and making informed decisions about instructional strategies.

Exploring Different Types of Assessments

Assessments come in many forms, each with unique strengths and limitations:

Standardized Testing: Useful for benchmarking student performance against broader standards but often fail to capture creativity and critical thinking, potentially contributing to stress and anxiety (Kohn, 2000).

Behavior Assessments: Focus on student behavior and social skills, providing insights that academic assessments might miss (Merrell, 2008).

Parent-Teacher Conferences: Crucial for building collaborative relationships, these meetings provide an opportunity to discuss progress, address concerns, and plan future learning strategies (Epstein, 2011).

Assessment to Improve Instruction: Formative assessments inform instruction, allowing educators to adjust teaching strategies to better meet student needs (Black & Wiliam, 1998).

Behavioral Feedback: Essential for fostering a positive learning environment, feedback should be timely, specific, and constructive (Hattie & Timperley, 2007).

Subjective Feedback: Provides valuable insights but must be balanced with objective data to ensure fairness and accuracy (Aumann et al., 2024).

Rubrics:

More than just formative assessment tools, rubrics can also be used for summative assessment, guiding instruction, and promoting self-assessment and peer assessment among students. Rubrics provide clear criteria for evaluating student work, making the grading process transparent and consistent (Brookhart, 2013). They can help students understand expectations and take ownership of their learning by allowing them to see what is required for each level of performance. Additionally, rubrics can guide teachers in planning instruction by highlighting the key skills and knowledge that need to be taught and assessed.

Conclusion

Educational assessments encompass a wide array of methods and tools that evaluate and enhance student learning. From defining educational assessment to exploring different types of assessments, effort grades, student self-assessment, and growth portfolios, each aspect plays a crucial role in shaping the educational experience. The strategic use of rubrics and continuous refinement of assessment practices ensure that they remain relevant and effective, promoting an inclusive, reflective, and engaged learning community.

References

Andrade, H. L., & Valtcheva, A. (2009). Promoting learning and achievement through self- assessment. Theory Into Practice, 48(1), 12-19.

Aumann, L., Gasteiger, H., & Puca, R.M.. (2024). Early childhood teachers’ feedback in natural mathematical learning situations: Development and validation of a detailed category system. Acta Psychologica, 244(104175-). https://doi.org/10.1016/j.actpsy.2024.104175

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.

Darling-Hammond, L., & Adamson, F. (Eds.). (2014). Beyond the bubble test: How performance assessments support 21st century learning. Jossey-Bass.

Dweck, C. S. (2016). Mindset: The new psychology of success. Random House.

Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Kohn, A. (2000). The case against standardized testing: Raising the scores, ruining the schools. Heinemann.

Loeser, J. (2021). Understanding by design (curriculum planning). Salem Press Encyclopedia.

McTighe, J., Wiggins, G. (2005). Understanding by Design. Pearson.

Merrell, K. W. (2008). Behavioral, Social, and Emotional Assessment of Children and Adolescents. Lawrence Erlbaum Associates.

North Carolina State Board of Education Department of Public Instruction (2023) Quick reference guide for the North Carolina standard course of study.https://www.dpi.nc.gov/documents/publications/catalog/is183-quick-reference-guide-k/open

Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5), 60-63.

Saeed, M., Tahir, H., & Latif, I. (2018). Teachers’ Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools. Bulletin of Education and Research, 40(1), 115–130

Scott-Little, C., Brown, G., Collins, E., & North Carolina Department of Public Instruction: Early Childhood Section. (2013). North Carolina Foundations for Early Learning and Development. North Carolina Foundations Task Force.

Stiggins, R. (2014). Revolutionize assessment: Empower students, inspire learning. Corwin.