THE IMPORTANCE OF USING A VARIETY OF CLASSROOM ASSESSMENTS
A Reflective Essay by Sarah Smith
June 22, 2009
Assessment can be an intimidating word. I, as a teacher, determine, grade, evaluate, keep records, and report to parents and students regarding individual learning. Am I really the sole judge of what they know, of their cognitive ability? How do I assess participation and motivation? How can I write down a letter grade and later adequately remember why that student received this symbolic representation of their work? My questions indicate the responsibility I take upon myself to really know my students and the responsibility to convey this knowledge to students and parents for their own reflection and intrinsic motivation. Assessments are more than worksheets and tests. Assessments are used by professional teachers to extend student learning.
Professional teachers commonly use alternative assessments. Alternative assessment happens on a daily, ongoing basis as teachers observe and react to a variety of student strengths and/or deficits to improve student learning.
Rubrics are an essential form of alternative assessment. Rubrics remove teacher subjective opinions and place responsibility on the student. In a rubric, students find expectations for any given assignment and the credit given with accomplished expectations. The student can reference the rubric and perform according to individual ability level. A rubric can indicate motivation when a certain amount of points can be gained simply by turning an assignment or parts of an assignment in on time. A rubric can assess basic educational functions often assumed—namely, grammar, spelling, and punctuation.
A simple rubric I used for a seventh grade literature writing assignment had two points for proper name and identification markers for the paper. This as well as two points for legibility are indicative of the students’ motivation to do their best work by paying attention to fine details. Three points for each written question were evaluated: one point for a complete sentence; one point for proper capitalization and ending punctuation; and one point for a correct answer.
While explaining the rubric to the students, I modeled the correct way to write a complete sentence. A strategy to use the words in the question to assist them with the complete sentence was also modeled. Modeling how all three points could be credited gave the students a clear and concrete idea of how they could get as many points as possible for their assignment.
Journals are another important source for alternative assessment. Journals contain a wealth of assessment evidence indicating learning progression throughout the year. I can reference them any time. Checking journals periodically allows me to compare students with their peers and others in their age group.
In my kindergarten teaching, the children glue many assignments in their journals—coloring pages, writing pages, math pages, free choice pages, photographs, and other documents. Much information is gained: Has the child developed the ability to cross the midline (important for letter formation)? Are letter reversals running rampant (a common developmental trait of five and a half year olds)? Is the student’s writing developing? Are they taking more risks (scribbles, to letters, to words, sentences, and punctuation)? Individual extension activities performed with students are also recorded here. Referencing journals, I have a more clearly defined idea of how each student is operating developmentally and cognitively.
Rubrics and journals are a means toward discovering the true strengths and deficits of students; however assessment encompasses a much broader area. Professional teachers also assess student performance on an ongoing basis as they “kidwatch” and check for student understanding. In my classroom this happens formally every morning at the morning message time and also informally as I walk the room checking and talking with students regarding their work and understanding.
During daily morning message time, I write a concept on the board to which each individual student responds at their own individual level as they walk in the door and before they start their day. The variety of assessments are endless: letter, word, sentence formation, punctuation, place value, skip counting, science, literature, or social studies concept check, field trip content retention/review are a few examples. The students appreciate the individual attention and I appreciate the moments I have watching their skills and the individual strategies they use to accomplish tasks.
Alternative assessment takes place many times during the day as I check for student learning. Questioning student comprehension during discussions, wandering the room checking letter formation, or kneeling by a student as I check their skip counting are examples of assessment. The value of assessment takes place with the result. A professional will attend and help the students learn more referencing their current task. For example: As a teacher I notice, a child is having trouble writing fives. Kneeling down beside them, I hold the pencil with them and attend to their deficit, helping them write the number as I quietly chant, “Down and around, put the hat on the top”. My assessment helped them at a teachable moment.
Alternative assessments comfort teachers who take seriously the responsibility for adequately assessing students by giving a variety of information not available on tests and worksheets. The measure of real assessment for the teacher comes with the result. I assessed the student. Now what will I do with that assessment to help the student learn more?
