Running Head: Philosophy of Assessment 1

Philosophy of Assessment
Measurement and Evaluation
St. Thomas University
February 24th, 2017
Becky Whitters
Running Head: Philosophy of Assessment 2

Introduction:
Assessment is a very important tool for teachers and students
alike. It is imperative to monitor progress in each learner along with
providing feedback so that they continue to grow. Often times, when
students think of assessment, they think of regular paper-pencil testing
as the only way that they can be assessed. This should not be the
case, as all learners are different and learn at their own individual
pace. It is important for teachers to individualize assessment to suit
the needs of all students. Throughout my assessment philosophy
statement, I will be addressing the importance of formative
assessment, along with other ways of assessing that I think better
capture a students learning process.

Diagnostic Assessment:
Diagnostic assessment is a very important part of the
assessment process. This form of assessment clearly shows the
teacher where the student is before providing them with new material
to learn. I will implement diagnostic assessment in my classroom to
ensure that I am not overwhelming students with new material if they
are not yet proficient in the material that I have taught.

Formative Assessment:
I believe that formative assessment is an important part of a
students learning and want it to be the primary form of assessment in
my future classroom. Formative assessment can be defined as the
part of the conversation in which the teacher seeks to clarify what it
is that children bring to the learning from the start, or what they
understand throughout the unit, by asking good questions, listening
closely, and providing feedback (OBrien) such as detailed comments
and goals that students can work toward. I think that it is important for
teachers to observe the process in which their students learn and
assess them accordingly throughout course of the school year.
Formative assessment allows teachers to be available in case of any
struggles, and allows them to see exactly where the student may be
having difficulty. It also allows for students to receive continuous
feedback about their progress, which can help to increase their
confidence. Formative assessment is also great for the teacher, as it
provides them with ongoing feedback about their teaching, and allows
them to be aware of instances where they may need to spend more or
less time on a certain topic.
I believe that formative assessment more accurately portrays
students knowledge of the material than summative assessment and
standardized testing. I have had many experiences where summative
assessment and/or standardized testing scores did not accurately
reflect my knowledge in the subject matter. It is because of this that I
feel that summative assessment should only be done when the teacher
Running Head: Philosophy of Assessment 3

is sure that students are confident in the subject matter. Furthermore, I

do not think that standardized testing is the best method to assess all
students, as they learn at different paces, and I do not think that one
test will suit the needs of every student in a class.

Self Evaluation:
I also believe that teaching and practicing self-assessment with
your students is an important part of their continued success. From
past experience, I think that self-assessment is a great way to teach
students to become aware of the work that they are passing in to their
teachers, and allows them to constantly critique their assignments.
Research in the mathematics area has shown that the process of self
assessment can engage students in evaluating their progress, aid in
developing their communication skills, and increase their mathematics
vocabulary (Andrade, Ying Xiaolei). In the past, when I assessed my
own work, I noticed that I was more aware of the work I was producing,
and I constantly wondered how I could make it better. I want my
students to be aware of their work, and to produce great assignments
for themselves. I feel that self-assessment will reinforce the fact that
the work that students create is to benefit them, and not for the
benefit of their teacher.

Alternative Assessment Methods:

In addition to formative assessment, I really like the idea of using
other forms of assessment, such as the use of journals, portfolios and
direct observation to assess students learning. The use of journal
assessment is a good tool for assessing students communication
skills as well as [providing] an avenue for assessing childrens
reflections of their own capabilities, attitudes and dispositions
(Adams). I think that assessing a students mathematics or writing
journal is a great way to see the work that they produce for
themselves, as well as to compare their progress from the beginning of
the year to the end. In addition to the use of journals for assessment, I
think that portfolios are a great way to assess a collection of students
work. They can be designed to represent many things in relationship
to childrens mathematics [and other subjects] learning experiences
(Adams). I think that asking students to create a portfolio in any
subject would be beneficial, as it would show the teacher their learning
process over the course of the term. Finally, I think that observation is
an important way of assessing students. Based on experience from my
first practicum, observing students gave quick feedback and showed
me where students may be struggling before lessons were taken any
further.
Running Head: Philosophy of Assessment 4

Alfie Kohns View on Grades:

Alfie Kohn believes that when teachers give students grades,
students are only motivated by those grades, and not by the learning
process. I agree with this belief. Many times, students are working
toward a grade instead of focusing on what they are learning. I think
that teachers should make their primary focus to engage students
during lessons so that they genuinely enjoy what they are learning. If
this constant engagement happens, I think that students will learn
more, and enjoy the process.
Based on my own schooling experience, I was always more
concerned with the letter grade I received on a particular assignment
than the comments that my teachers provided on my work. I believe
this to be extremely problematic; as my learning could have improved
significantly had my motivation been fuelled by the comments I was
given to continue my learning, instead of only focusing on the letter
grade. I do not think that students should feel pressure by the letter
grade that they may receive, especially since all students learn at a
different pace. Students should focus on learning the material
provided, even if that process is different from one student to the
other.

Conclusion:
Although my career as a teacher is just beginning, I want to
continue to strive for the implementation of several assessment
strategies in my future classroom to best benefit all of my students. I
believe that because there are several ways that students learn,
teachers should work toward assessing students based on their
individual needs. I trust students will benefit from several forms of
assessment in a classroom, such as the use of diagnostic assessment,
formative assessment, self-evaluation, and alternative assessment
strategies.
Running Head: Philosophy of Assessment 5

References:

Adams, Thomasenia L. 1998. "Alternative Assessment in Elementary

School Mathematics". Childhood Education. 74 (4): 220-24.

Andrade, Heidi L., Ying Du, and Xiaolei Wang. 2008. "Putting Rubrics to
the Test: The Effect of a Model, Criteria Generation, and Rubric-
Referenced Self- Assessment on Elementary School Students'
Writing". Educational Measurement: Issues and Practice. 27 (2): 3-
13.

O'Brien, M. January 01, 2008. Formative Assessment. Connect

Magazine, 21, 3.)

Kohn, Alfie. November, 2011. The Case Against Grades. Educational

Leadership. Vol. 69. 28-33.