It’s been so long. I’m dreadfully sorry.
Oh hey, I got engaged
I’m sure you have all read about it on Ashley’s blog. If not, read Three Promises here.
I am beyond excited and ridiculously in love with this girl.
On to something MUCH more boring and silly. I wrote this paper just a few minutes ago describing my philosophy on assessment (as in tests in school). Hope you enjoy.
Assessment, at its root, is a form of feedback to the students, teachers, and parents about the level of performance the student has achieved. This definition however can be interpreted and applied in a virtually infinite number of ways. My outlook on assessment may not be a popular one, but it serves its own purpose in the context of my ideally planned classroom.
I have a terrible disdain for the contemporary philosophy regarding assessment. Long, grueling tests are focused on and used to find out what the student does not know. In my own experiences, I have found this to lead to a lower level of confidence in the student. This in turn jumpstarts a tragic cycle of missed opportunity and eventually the student is not performing up to his or her potential.
In my ideal classroom, assessment would be used as a primary tool for the student. Regular informal and formal assessment would join to give the student, at any point in time, a relatively specific idea of how he or she is progressing through the material. With carefully designed assessments (be it formal testing or informal discussion), I will also be able to keep track of students who seem to be struggling or in other cases, excelling.
At all costs, I would like to stay away from the assessment philosophies that some educators have. These philosophies are based around formal pencil and paper, multiple choice tests. While they do provide some useful statistics, it tends not to be much more than that. A student who may be very articulate and informed about a topic might not be able to score as high on a Scantron test as is correctly representative of his knowledge on the subject. In conclusion, a student should be given multiple avenues and opportunities to display (and consequently be proud of) the information that he or she has mastered. This not only leads to higher self efficacy, but it also adds a very strong intrinsic motivation to those who may not have experience that otherwise.
Assessment can either be a necessary evil, or it can be a useful tool. It all depends on the methodology behind its use.












