INDIVIDUAL REFLECTION

Individual Reflection
Cassidy Shostak
Assessment is an unavoidable part of teaching; however, this
assignment has taught me that there are different modalities of assessment
and how as teachers do not always have to use a conventional written
assessment. I have learned that different modalities of assessment can be
used in all subject areas, across all grades, and both for summative and
formative assessment. As teachers we need to use many different types of
assessment to ensure that students are learning and allowing students many
opportunities to demonstrate their knowledge and understanding.
Challenging students in different modalities, for example, performance-task,
visual, oral, and written assessments, helps expand student abilities and
allows for creativity in the classroom. During our research of these types of
modalities and the issues that surround them has impacted my overall
understanding and perspective on what is assessment and how it can be
used in the classroom. As a future teacher, I will use this new knowledge of
different types of assessment in the classroom while recognizing the
potential cautions of using each modality. This choice of using different
modalities in my assessment has to be a critical choice when choosing the
appropriate modality with the desired outcome.
Using different modalities in a classroom has its challenges when the
question of the validity and reliability of the assessments are asked. Teachers
must understand and effectively create proper criteria for different forms of

INDIVIDUAL REFLECTION
assessment because students can interpret assignments in many different
ways. When using different modalities, teachers must always be clear on
what they are assessing, specifically what objective or outcome are they
assessing. For example, in a written assessment, spelling, and grammar may
be just as important as content. When compared to an oral assessment,
students may be developing skills in the hidden curriculum as they are
evolving communication skills and confidence but the teacher may be
evaluating content not on their oral skills. As a teacher, we are not experts in
each subject and each different types of assessment, so having clear and
detailed criteria will help create non-bias assessments for students.
I focused my research and understanding on performance-task
assessment and this challenged my understanding of what performance-task
assignments are and what subject areas it can be used in for assessment. Of
course this particular kind of assessment is essential in subject areas like
music, drama, and physical education; however, it can be used in other
subject areas in the classroom. A key understanding that I found very
interesting is that performance-task activities can be used to improve English
in English-Second Language (ESL) students. This allows ESL students to
practice and demonstrate their ability to use English in non-conventional
ways. This is a crucial understanding because as a teacher we will have very
diverse classrooms, including ESL students. We must be mindful of their
abilities and facilitate learning to improve confidence when speaking and
using English.

INDIVIDUAL REFLECTION
This assignment and my research highlight the value of learning about
assessment and the different types of assessment. I now have a more clear
understanding that just like learning, one type of assessment is not
universal. That resorting to one or two modalities of assessments will not
accurately portray if learning is occurring in students. By challenging
students and asking them to apply their knowledge in different ways will give
teachers a greater understanding of student learning. As teachers, we must
use different modalities so that students are developing and improving
different skills and techniques throughout their education. We must not limit
a student to one type of modality of assessment because this is not
challenging them in growing new skills and may not be the most appropriate
method for the purpose of an assessment. By understanding the intention of
an assessment and the objectives that are being measured a teacher can
properly decide what type of assessment will most properly measure
students knowledge and understanding. Teachers must be critical in deciding
what the most appropriate form of assessment for their objectives to clearly
illustrate expectations to students and have a well thought out and proper
criteria. As a teacher, considering the most appropriate modality and
creating the most accurate criteria for the specifics outcomes intended we
can ensure validity and reliability in an assessment.