Assessment Practices: monitoring learning and improving instruction

Educator's must ensure that all students receive the tools they require to further their learning.
Therefore, I understand the importance of using a variety of assessment practices to inform my
teaching and improve students' learning. Assessment helps educators understand how each of their
students are learning and provide students with feedback that will encourage and support their efforts.
Students should be involved at every step in this process so that they can understand how they learn
best, thereby increasing their rate of learning. This assures students to think positively about their
education, and develop and reach their academic goals.
I believe that schools should adopt the practices of Alfie Kohn and disregard grading altogether,
because when we evaluate our students in such a manner we risk demotivating students who struggle
academically. When these students receive low grades, they may be discouraged not only in their
learning, but may attempt to avoid failure by devaluing school altogether. I will create a positive
learning environment where students feel comfortable enough to take chances and make mistakes
under the guidance of their teacher, with as much feedback as possible.
I think that the best tools for assessment are: discussion partners paired with reflection journals,
guided discussion groupings using manipulatives, peer/self assessment, conferencing, exit slips, KWL
charts, and reciprocal teaching opportunities. I will use these assessment tools to understand my
students' strengths and difficulties, provide them with feedback and inform my teaching. It is
extremely important to me that feedback is positive, delivered in a timely matter, informs students of
the next steps to take to reach their goals and that any data collected is used to adjust my teaching for
my students.
In my classroom, I will consider students on a student-by-student basis, and not just as a class,
because if students are generalized than you are not considering their individual learning needs and
goals. Instead, I will ensure that each student is receiving the appropriate level of instruction, guidance,

and feedback to better inform their learning. To keep track of each students' own learning I will record
qualitative and quantitative information I receive. As Assessment for learning is only effective whent
he data collected is actively being used to inform your teaching and students, thus, after developing a
relationship with the students' guardian(s), I will keep them informed about their child's progress and
goals so that they may understand where their child is in their learning and so that they may help
scaffold their learning at home if they so choose.
I will provide students with choice for methods of assessment such as: writing reports,
performing a song or interpretive dance to demonstrate the topic, use a technological tool to present the
information etc. I believe that choice is extremely important as this will keep the students intrinsically
motivated. When assessing students I will include them in the process by conferring with each child to
discuss their strengths and trouble areas and what next steps we can take together to ensure their
development and growth.
I strongly believe in the fact that all students are different, and each child has something to offer
the world, as Albert Einstein believed, Everybody is a genius. But if you judge a fish by its ability to
climb a tree, it will live its whole life believing that it is stupid. With that in mind, I believe that it is
my job as a teacher to see this intelligence in students where others, or even they themselves may not,
and provide them with the opportunity to see it.

References
Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in
diverse classrooms. Education,124(1), 49-54. Retrieved from
https://login.proxy.hil.unb.ca/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=aph&AN= 11046940&site=ehost-live&scope=site.
Government of Manitoba, Education division. (2006). Rethinking classroom assessment with purpose
in mind. Retrieved from http://www.edu.gov.mb.ca/k12/assess/wncp/.
Government of New Brunswick, Education division. (2015). Report Card Pilot in ASD-W 2014-2015.
Retrieved from http://web1.nbed.nb.ca/sites/ASD-W/Parents/Documents/Information%20Sheet
%20for%20Parents%20on%20New%20Report%20Cards.pdf.
Kohn, A. (2011). The case against grades. Educational Leadership, 69(3), 28-33. Retrieved from
http://web.a.ebscohost.com.proxy.hil.unb.ca/ehost/pdfviewer/pdfviewer?sid=ab6792a1-619d4937-922b-de5f56248b60%40sessionmgr4004&vid=1&hid=4209.
Phi Delta Kappa International. (2006). Assessment for Learning: A key to motivation and achievement.
Edge: The latest information for the education practitioner, 2(2), 1-19.