images11I had a mind blowing experience in completing the Assignment 1 & 2; it’s really a challenging and meaningful task. I’ve been doing lesson plan every week but it’s still a challenge how to shift from traditional methods to alternative methods. I realized that it’s a challenge to every teacher how to design a meaningful task for students, as well as creating a rubric to avoid any unfair grading system.

It is true that traditional assessment is easier design and administer, but like what we have learned that traditional assessment generally focused on the cognitive skill alone. There is no evidence that students can do or apply what they have learned in a real- world setting. Students who are good in memorizing factual information and no problem in reading comprehension will most likely to excel in the exam.

Alternative assessment is an ideal method to have a clear picture of both what students know and can do, but it’s time consuming for both teachers and students. Teachers need time to design the task and develop a rubric, if the teacher will allow it student can participate in developing the rubric or criteria for evaluation. Doing this kind of assessment is far more meaningful than answering a multiple choose the questions, meaningful because students are able to really apply what they know and discover possible adjustment on how they understand the concept. Just like when I ‘m doing the assignment for alternative assessment, I used my prior knowledge in designing task and made an adjustment to accommodate new information such as working with scenarios and rubrics. For me the most challenging part and I can say that it’s my weakness is creating a rubric, because usually I just rate my students work with 1-10 and then get the equivalent percentage. But having a rubric is far more complicated, more detailed and more accurate; it really gives justice to students’ work. Most especially the experienced I had will last in a lifetime and will be used to improve my teaching method and how I assess students work.images12

All I’m saying is I had a good time in our task, challenging, meaningful and truly a good example of alternative assessment.

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 http://www.edu.gov.mb.ca/k12/assess/wncp/rethinking_assess_mb.pdf
Earl, L. (2006) Webcast on “Rethinking classroom assessment with purpose in mind.” Curriculum Services Canada. Available at http://www.curriculum.org/k-12/en/videos/rethinking-classroom-assessment-with-purpose-in-mind