Re-Thinking Classroom Assessment

images08Before I thought assessment is simply giving a test and then get the result. Tests that decide if you passed or failed a result that will make you proud of yourself or will make you feel “Bobo”. That is the effect of assessment results for most of students if not given an appropriate feedback, especially if the parents do more damage by the constant reminder of having low grades in school.

But now that I gained a deeper understanding about the true meaning and value of assessment, it makes me think about how I assessed my students and I question myself do I assess them FOR, OF, or mostly AS learning. I thought that every activity done in the classroom is for the benefits of having grades, but now I need to make adjustments in how I use assessment.


In this lesson let me expressed my understanding about the purpose of assessment; assessment For learning, assessment As learning and assessment Of learning. Let me start with Assessment Of Learning also known as Summative assessment, the purpose of this assessment is to make judgement on student achievement against a set standard. This assessment focuses more on meeting the state or national standard, and the result is compared to other school, state or nation. Given at the end of the learning program and administer through a standard procedure for all students. The result certifies the students achievement or proficiency by getting a high or low score, everyone’s avoiding failed score. A good result of an assessment of learning gives a reflection of the high quality of learning, meaning it symbolize a trophy for policy makers, school leaders, parents, teachers, and especially to students. And poor result of assessment of learning means lower quality of learning which means there is a need to review the curriculum, equipped the teachers with instructional tools and strategies, and alignment of assessment of the intended learning outcomes.

Assessment FOR Learning is very important part of the assessment; here teachers must resist the temptation of giving grades. The purpose of this assessment is to help or to prepare the students to meet the expected standard. This assessment is also known a formative assessment which students are informed about their learning status, and it’s a continuum checking of students’ understanding. Teachers and students work as partners to understand the process, diagnose the problem, and plan to move the learning forward. For me it’s a very challenging task because it’s not easy for a student to come with an open, they need to feel safe from any form of embarrassment in class. There are a variety of instructional strategies that can be applied to different types of learners, the important thing is teacher must have a heart for students by giving them essential feedback and a multiple chance to demonstrate their learning and to carefully plan so they can do better next time.


Assessment AS learning is the ultimate goal of learning, in this assessment we are promoting how students will become self regulated learners. I learned in Theories of Learning that being self- regulated is a very important in students’ success, because the students itself take charge of their learning process. Self- monitoring, judging their own learning, making adjustments and ask help when is needed those are some important characteristics or skills that students must develop. Students can’t learn those skills without the help from the teachers, they need to model and provide practice for students so that they will have a clear picture of good and poor learning skills. Though it will take time for students to develop those skills but starting at the early age will be truly helpful.


It doesn’t matter what assessment will be used as long as it is aligned with our purpose, it will also meaningful if the following questions will be answered as we plan for assessment.
• Why am I assessing?
• What am I assessing?
• What assessment method should I use?
• How can I ensure quality in this assessment process?
• How can I use the information from this assessment?
From now on I’ll do my best to assess my students more on FOR and AS to prepare them to undertake OF learning.


Earl, L. & Katz, S. (2006). Rethinking classroom assessment with purpose in mind. Western & Northern Canadian Protocol for Collaboration on Education. Retrieved on September 20, 2013, from
Earl, L. (2006) Webcast on “Rethinking classroom assessment with purpose in mind.” Curriculum Services Canada. Available at


Own It !

During the first lesson, I learned about some new terms related to assessment though some of it was already familiar but not totally understood. Reading the different definition of my classmates, taking note of the comments made by Teacher Malou, and trying to avoid plagiarism by producing an original work, I made my definition based on my understanding of each term.


1. Assessment is one method that is commonly used to gather data about student knowledge and skills in a set period of time. This data can be useful in analyzing the strengths and weaknesses of students, so that the teacher can help the student to be advanced or improve their learning.

2. Testing is one form of assessment that is used to measure and determine the students’ level of understanding.

3. Grading is a process of measuring and rating the level of students’ performance and achievements in class.

4. Measurement is like a balance scale that is used to weigh the progress made by the students.

5. Evaluation is a process of judging the students after a careful study with all assessment data.

6. Diagnostic assessment is a type of assessment given to students before introducing the lesson, in order to identify the prior knowledge and misconception known by the student.

7. Summative assessment is a type of assessment that has a set standard to achieve the curriculum goal and usually given at the end of the unit / course, examples; Final examination, NSAT.

8. Formative assessment is a type of assessment that is given to student for building a deeper knowledge and performance to meet the learning goals. Example: homework, observation, lab work, reporting, and quizzes.

9. Informal assessment is one way of assessing students without necessarily grading them, but it’s more focused in monitoring student performance. Formative instructional methods can be informal assessment.
10. Formal assessment is one way of assessing students based with set standard and its always graded.

11. Validity refers to the accuracy of assessment data that measured the alignment of learning objective, instructional methods, and assessment.

12. Reliability refers to the consistency of data gathered in a multiple method of assessment given to students.

13. Norm-referenced assessment is a kind of assessment where students are competing with each other and used that data to rank their performance.

14. Criterion –referenced assessment is a kind of assessment where a student strives to meet the predetermined standard, as a result students can work together with less pressure.

I welcome any correction or suggestion for improvement. 🙂

My Thoughts on Assessment

Assessment is a word that makes my heart beat fast and sweat the tip of my nose, as I remember when I was in high school and college. I’m happy to take any type of assessment depending on how effective my teacher taught us about the lesson. But if I’m lost and confused with the concept to be learned and took any kind of assessment, I won’t feel better until I know the result. Essay type assessment is my weakness, maybe because I’m not good in expressing my thoughts.

I remember in college, my anatomy lab professor makes our activity exciting by competing with the other group in class. We are all motivated to get the highest grade in either practical or written test. We felt a true appreciation of our hard work every time our professor spoke to us. Opposite case with my other professor, she is teacher-centered, doesn’t appreciate our hard work instead questioning our ability. So when it comes to her class I don’t do my best because I knew that she will judge me without questioning herself first, so for me any grade in her class is acceptable. I know that every college student wants to have a grade of 1 and as much as possible not to get 3 or 5. I think the common mentality of students during those times is to have a good grade but if the teacher is too difficult to deal with “Pasang- awa” will do. One good thing about that experienced is every time I do my assessment with the student, I make sure that descriptive feedback is given to them and not just merely scores.

Now as a teacher, the word assessment serve as the reflection of my work. I felt fulfill every time my assessment shows a good result and if not, it makes me question myself of what I missed. I know that I need to continue improving myself, especially in my teaching methods and assessment, so I’m really looking forward to have a productive class session.