This is the sixth post in a series about my journey with Standards Based Learning and Grading.
Assessing to learn
Assessment was a fearful term when I was in school. It was and still can be associated with standardized testing, high stakes learning, and a competitive environment. Assessment can create fear of failure and bad grades. It can signify an endpoint to learning, a time to move on and start something new regardless of what has been learned or mastered previously. Assessment is something that many times is done to students, as a rite of passage to the next topic to be covered.
For assessment to be meaningful, it must have purpose in the learning process. If it is treated as above, it has no link to growth, improvement or increased proficiency. Assessment must take on a completely different role to add to and become an integral piece in student learning. The role of assessment is one FOR learning. Assessment guides the learning process, facilitates decisions about instruction for teachers, informs students about practice and levels of proficiency, and ultimately shows us when learners have demonstrated mastery and are ready to move on to new standards.
Feedback and assessment go hand in hand. If an assessment is not paired with feedback for growth, an opportunity for learning is missed. Formative and summative assessments should be learning experiences for our students. In my classroom, formative work is practice, never scored, and given feedback for further study and assessment. Summative assessments are larger, more in depth and focused on my standards. Summative assessments are performance based, applying the knowledge, understandings, and skills my students have practiced and honed throughout the unit of study. I score summative assessments, but students are able to continue to show improved proficiency of standards through reassessment.
“When it comes to deciding whether to allow a student to redo an assignment or assessment, consider the alternative—to let the student settle for work done poorly, ensuring that he or she doesn’t learn the content. Is this really the life lesson we want to teach? Is it really academically better for the student to remain ignorant?”
It doesn’t matter whether all students achieve mastery at the same moment, in fact, it shouldn’t happen that way. I respect the fact that my students are individuals. It is exceptionally difficult to accurately predict when a student will have completed enough practice to demonstrate mastery on a summative assessment. We may have a good idea of about how long it will take for our students, particularly if we have delved into the unit of study in previous years. But to determine when a summative assessment is appropriate for each of our students – formative practice, feedback, and open communication among all the learners in the classroom is necessary.
It is time to change the face of assessment for our students. We must support them to be courageous and show us their proficiency at frequent checkpoints. If we can accomplish this, we will move beyond fear of assessment to maximize learning.