Over the course of the semester, I've developed a stronger, more genuine understanding of assessment and the purpose of them in the classroom. However, these were my initial thoughts on assessments:
Standardized testing and its victims - Teachers teaching to the test, students losing sleep and appetite over tests, and tests lacking true demonstration of understanding are just a few reasons I am not a fan of state-mandated standardized tests. As 21st century learners and educators, we can create and brainstorm more effective opportunities for students to demonstrate their understanding of material. Assessing focuses on evaluating or reviewing content and, as educators, it is our job to make sure assessments do just that.
Project based learning - As a kid, my K-8 school emphasized and assessed using Howard Gardner's Theory of Multiple Intelligence (MI). Second to eighth grade I chose my type of "test" based on my learning styles, preferences, and needs. More often than not I identified as a bodily-kinesthetic learner and usually performed or created a physical model to present my understanding of the lesson or unit. The MI Theory recently faded out as project-based learning took over in the assessment department. Teachers were impressed with the high levels of engagement and passion students demonstrated presenting their knowledge through this approach. With more students developing and demonstrating testing anxiety, educators need to utilize other forms of assessment to truly track to progress, growth, and understanding of student knowledge.
Powerful tool for everyone - Many acknowledge assessments as a tool for districts and teachers, but not many students or parents see assessments beneficial for themselves. Students should be eager to track their growth, celebrate their understanding, and identify their strengths and weaknesses. However, they're more often than not blinded by the pressure behind testing. Some parents waive their students from the requirement to test in public schools. Why? Don't they want to see the progress their child has made? Why can't they present state-mandated tests as an opportunity to simply show-what-you-know? We need to analyze the purpose of tests and redirect the focus to assess our students solely for the purpose of growth.
Unit 1: Foundations of Assessment and Evaluation
Redefining the terms "assessment" and "instruments" helped guide and prepare my success exploring assessment. I've learned to use these terms with more intent and to appropriately describe the different types of assessments . Formative and summative assessments vary by purpose and have evolved because of the historical foundations of assessment. Considering my initial thought about assessment and the powerful tool is can be, I explored and analyzed my students' favorite online quiz, Kahoot! I created an Annotated Assessment Exemplar blog post evaluating Kahoot! and how it reflects various historical assessment theories (Shepard, 2000).
Unit 2: Assessment-Driven Instructional Design
Focusing on formative assessment in this unit, we critically analyzed issues including The Definitional Issue, The Effectiveness Issue, The Domain Dependency Issue, The Measurement Issue, The Professional Development Issue, and The System Issue (Bennett, 2011). The Assessment Design Checklist (ADC) was one of the most difficult, challenging assignments because it was so out of my comfort zone. I struggle with creating rubrics and this checklist, reflecting some of these critical issues in assessments. However, after time with my professor, peers, and colleagues I'm so proud of my final checklist. I believe this (very, very) evolved checklist now represents aspects of each unit as I've developed my understanding, perspective, and stance on assessments.
Unit 3: Feedback
While the ADC challenged and required me to analyze assessments the most thoroughly, this unit spoke to me. Project-based learning (PBL) is so important to my educational philosophy, mainly due to the creativity and feedback components. Talking with peers and colleagues through Twitter about the power and effectiveness of types of feedback (Hattie & Timperley, 2007) and the 7 Principles of Good Feedback (Nicol & Macfarlane-Dick, 2006). After added perspective, I began brainstorming an assessment I'd be interested in developing. Mental health, especially teacher mental health, during this pandemic was my inspiration for my Formative Assessment Design.
Unit 4: Formative Assessment in Digital Contexts
Exploring accessibility, Universal Design for Learning (UDL), and digital tools helped me further revise my Assessment Design Checklist. I've had plenty of experience in undergrad learning about accessibility, specifically for special education students, but have not been keeping up with the new technology. As a future technology instructional support coach, I want to share, support and encourage teachers to utilize these incredible devices mentioned throughout this unit. This aspects reflects my initial opinion of standardized testing and how so many students, lacking appropriate accessibility and teacher utilization of accessible technologies. But, I've learned the power of technology can eliminate the total control and lack of confidence students might have approaching a standardized test.
Unit 5: Content Management System
I've had experience as a student and instructor with Schoology, Canvas, Blackboard and other Course Management Systems (CMS). However, taking the time to explore the assessment features is a brand new experience for me. Not only did I learn how to create a project-based learning assessment, but I know how to support my students through creating accessible assessments and become the powerful tools for self-reflection for student and appropriate data-representation for teachers. Between activity reports, discussion forums, dropboxes, e-portfolios, progress reports, quizzes, rubrics, and surveys are just a few features mentioned I explore on Schoology throughout the unit. I created a CMS Reflection to document my evaluation and creation process for my Schoology assessment.
Unit 6: Racism and Bias in Assessment
With the movement #BlackLivesMatter heavily influencing the classroom experience, I've become hyperaware of racism in the classroom, specifically in assessments. Whether it's the theoretical frameworks we can use to minimize bias (Fitch, 2017) or focusing on promoting learning based on the students' need to inform instruction (Trumbell & Lush, 2013).
Unit 7: Summative Assessment and Course Synthesis
Taking a break from formative assessments, I continued to enhance, revise, and finalize my FAD. Harrison et al. (2017) reassure the importance of establishing a clear understanding and purpose for summative assessments before utilizing the data. This exploration made me reflect on how often I misuse formative and summative assessments. I have grown to love implementing formative assessments to help my instruction, but have forgotten the power of summative. This circles back to my initial opinions of assessments:
Standardized testing and its victims - summative assessments do not need to be seen as a threat to its victims, but instead utilize tools students will have access to in real-world situations (Iannone & Simpson, 2017)
Project based learning - using the real-world experience to problem-solve and develop applicable skills through summative assessment
Powerful tool for everyone - summative assessments can transform instruction as a whole
Final Thoughts
As someone who grew up with test anxiety, I entered this course with hesitations and questions. However, I was constantly surprised by the features and aspects of assessments I've been blind to the past few years. I'm so proud of the checklist I've created and the technology tools I've already begun implementing into my classroom. I feel more confident integrating both formative and summative accessible assessments using Schoology features to meet my students' needs.
Resources:
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25. doi:10.1080/0969594X.2010.513678
Fitch, P., Steinke, P. (2017). Minimizing bias when assessing student work. Research and Practice in Assessment, 12, 87-95. This is focused on higher education. We have an accessible PDF and the original PDF.
Harrison, C. J., Könings, K. D., Schuwirth, L. W. T., Wass, V. & van Der Vleuten, C. P. M. (2017). Changing the culture of assessment: The dominance of the summative assessment paradigm. BMC Medical Education, 17(73). https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-017-0912-5
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Iannone, P. & Simpson, A. (2017). University students' perceptions of summative assessment: The role of context. Journal of Further and Higher Education, 41(6), 785-801. [Link to the article in the MSU Library]
Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. WestEd.org. https://www.wested.org/online_pubs/resource1307.pdf
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