First and foremost my philosophy for assessment is that it has to be reliable and match lesson and unit objectives. The job of assessment is to provide an insight into a student’s knowledge and progression of learning. It also serves to provide a focus for students, as they can take note of challenging areas for them, and areas they are strong in. Subsequently their learning will have more direction.
Assessment strategies should vary and not be one dimensional. It is my job to provide students with a multiple range of opportunities for assessment of, as, and for learning. This is more inclusive and helps address the diversity of the classroom. Assessment has to allow for me, as a teacher, to make adaptations to my lessons or instructional strategies. Especially effective in this regard are strategies for assessment for learning. I use a formative approach to assessment to allow me to track student development and make sure they’re prepared for assessment of learning. Incorporated in this is student self-assessment, whereby they can address their weaknesses and strengths and direct their focus, as well as mine in helping their individual progress. From this, my lessons and instruction can be more meaningful, as it will address areas of confusion. Likewise I can better support individuals who I know are struggling in certain areas.