Eric Rioux

Professor Buggie
Educ 5913 Measurement and Evaluation
February 13th 2017

Philosophy of Assessment

I think the big mistake in schools is trying to teach children anything, and by using fear as the

basic motivation. Fear of getting failing grades, fear of not staying with your class, etc. Interest

can produce learning on a scale compared to fear as a nuclear explosion to a firecracker

Stanley Kubrick

The joy of learning is central to a persons ability to learn. However, Kubricks quote

denotes the traditional style of teaching in which learning is mostly achieved through fear. The

fear of failure is discouraging and is something that we are all familiar with, why then is it

something we seem to be emulating in our classrooms? Most Teachers agree that an ideal school

environment is one in which students are encouraged not only to make mistakes, but to embrace

them. For too long school has been reduced to gathering information and testing students on it.

Assessment does not have to be grades based and anxiety causing; using formative assessment is

a way to encourage students towards a growth mindset by learning from their mistakes. In order

for assessment and evaluation to be done effectively, teachers need to include students in the

learning process, have a fair and diverse way of collecting information about student

achievement, and provide students with authentic feedback concerning their work.

Summative assessment is a good tool to use in the classroom, however it is often

overused. For a teacher to be effective in the classroom, they must collect data constantly
through formative assessment. The best way to collect information about student achievement

and to plan for instruction is by using the triangular assessment of, products, observations and

conversations. The products are the most popular way for teachers to gather information,

however observations and conversations are an equally important part of the equation.It is

important to view these, not as separate identities, but three corners of the same triangle, each are

equally important as the other. It would be foolish to argue that students do not learn differently,

so it is important that we evaluate in many ways. For students who do not excel at test writing,

but may be incredible at providing ideas in group work or may contribute constructively to class/

group conversations, this differentiated evaluation method will better represent their learning. By

utilizing various strategies to formatively assess, I will have a more accurate and complete

picture of student learning which will inform my teachings, and will enable me to provide

feedback on how they are doing and how they can improve.

In order for evaluation and measurement to be effective, students need to receive

authentic and descriptive feedback. While summative feedback is useful for the teacher as a

means to benchmark students, a summative mark is not meaningful and it does not effectively

direct student learning. Students who receive descriptive become more involved in their learning

because they are directly being told what they have done well and where they can make

improvements. This provides students with specific direction for when they are approaching their

next assignments. Feedback should be communicated frequently in order to provide sufficient

opportunities for growth. Authentic feedback provide students with a clear picture of their

progress in meeting the learning goals and outcomes. When used correctly, feedback can make

the learning process more personalized and student centred.

 Co-constructing criteria and having outcomes clearly stated in student friendly language,

involves students in the learning process. By enabling students to have a choice in creating their

learning outcomes and expectations, they begin to have a clearer understanding of what is

expected which in return will motivate them in the learning process. When creating criteria for

the students it is important to consider; Treating students equally can be unfair (P.17 A Fresh

look a high school). This reminded me of one of my favourite quotes, Fair is not everyone

getting the same thing, fair is everyone getting what they need to be successful. By involving

students in co-constructing criteria and keeping them involved in the learning process, the

students becomes the focus, and the anxiety and fear surrounding grades is diminished.

It is up to the teacher to use the tools in their arsenal correctly in order to enhance the

learning experience. For assessment and evaluation to be done effectively, teachers need to

include students in the learning process, have a fair and diverse way of collecting information

about student achievement, and provide students with authentic feedback concerning their work.

It is important for teachers to utilize different strategies to formatively assess. Furthermore by

providing my students with authentic feedback, they will have a clearer picture of their progress

which will reduce the anxiety surrounding the learning process. By utilizing a good combination

formative assessment and summative assessment, teachers can make sure that their students

receive appropriate and authentic feedback throughout the year. It is key for have effective and

current measurement and evaluation pedagogy in order for students to maintain their love of

learning.
 References

Davies, Anne. Making Classroom Assessment Work. Bloomington, Ind: Solution Tree Press,
2011. Print.

Davies, Anne, and Sandra Herbst. A Fresh Look at Grading and Reporting in High Schools. ,
2014. Print.

The Case Against Grades Alfie Kohn Educational Leadership November 2011 | Volume 69 |
Number 3 Pages 28-33

Classroom Assessment & Grading that Work by Robert J. Marzano Chapter 1. The Case for
Classroom Assessment

No Penalties for practice. Douglas Fisher, Nancy Frey, Ian Pumpian. | Educational Leadership |
November 2011 | Page. 46

Grade Inflation: Killing with Kindness? Bryan Goodwin Educational Leadership November
2011 | Volume 69 | Number 3 Pages 80-81