Marcy Lesperance

Measurement and Evaluation Philosophy

26 February 2017

Introduction

It is important to have a strong awareness of how to measure and evaluate student

performance by using a variety of assessment strategies. I will use a combination of formative

and summative assessment strategies with the aim of constructing a well-rounded approach to

assessment to accurately inform my teaching and to measure student learning. I will share

learning outcomes with my students to facilitate student autonomy and creativity. It is my

passion to instill a love of learning in my students and I will provide them with ample

opportunities to learn and grow in an environment that facilitates their individual needs.

Formative Assessment

Formative assessment is a vital tool to use for giving essential feedback. I will use

formative assessment methods to provide individualized feedback tailored to meet the individual

needs of my students. Each student learns differently, and differentiated assessment is key in

monitoring student learning and understanding. It is crucial to recognize each students learning

style and develop assessments to meet those learning styles as often as possible (Armstrong,

2009). Some formative assessment approaches that I will use in my classroom are: exit slips,

interactive notebooks, reflection journals and conferencing. In my last practicum, I frequently

conferenced with my students and had the opportunity to speak and listen to them individually. I

found that this was a rewarding form of assessment, as I was able to closely monitor student

progress face-to-face. When students are not learning, formative assessments can provide insight
as to why. Ensuring that students are learning and continuing to grow is my main concern as an

educator.

Summative Assessment

I believe that summative assessment is a fundamental practice needed to acquire a well-

rounded assessment of student learning. Nonetheless, the way that summative assessments are

implemented in the classroom to measure student learning must be considered. In the case of

testing, I think that no one form of summative assessment should be used to measure how much

a student has learned. Testing must not be used as the main method to determine student

achievement. One strategy that was successful in my first practicum, was the use of portfolios as

summative assessment. The students were able to see their learning journey and evaluate their

own work. I found that this was a successful form of summative assessment because it gave

students the autonomy to reflect and direct their learning.

Regarding standardized testing, I will support my students by teaching them how to be

prepared to write them. In my opinion, every aspect of a students growth as a learner is

important and should be measured. Relying on only one form of summative assessment to

accurately measure student achievement can have adverse effects on students. As Kohn (2012)

argues that A grade- oriented environment is associated with increased levels of cheating.

Grades promote a fear of failure even in the high achieving students (9). Students have the right

to be able to learn without the added pressures associated with achievement and I will use a

combination of formative and summative assessment strategies to ensure that does not occur.
Student Autonomy

I will give my students autonomy and will involve them in assessment practices to get them

invested in their learning. One way that I plan to do this is by sharing learning outcomes with my

students. Nobody can be successful if they do not know what their end goal is and how to get

there. As Davies (2011) explains, Sometimes classrooms are places where the only person who

knows what needs to be learned is the teacher. This is a mistake (28). In my opinion, students

must be encouraged not discouraged; my assessment practices will reflect that. Herbst and

Davies (2014) reinforce this notion by stating, When we begin with the end in mind and explain

to students what they need to know, be able to do, and to be able to articulate, we set our students

up for success (14). I will involve students in the assessment process by co-creating criteria and

sharing learning outcomes to encourage students to demonstrate what they have learned in a

manner that best suits them.

Conclusion

My assessment and evaluation strategies will be driven by my belief of assessing for

growth and acknowledging that each learner is different. A variety of assessment strategies must

be implemented to accurately assess learning fairly and thoroughly. I will use a combination of

formative and summative assessment strategies to ensure that my students are learning and

invested in their own growth and achievement. It is important to be in constant communication

with students to facilitate learning. Collaboration and open communication with students will be

the main components I wills use to ensure that students can succeed.
 Resources

Armstrong,Thomas. (2009). Multiple Intelligences in the Classroom (3rd Edition).

Association for Supervision & Curriculum Development (ASCD).

Davies, A. (2011). Making classroom assessment work. Courtenay, BC: Connections Pub.

Herbst S., & Davies, A. (2014). A fresh look at grading and reporting in high schools.
Courtenay, BC: Connections Pub.

Kohn, A. (January 01, 2012). The Case against Grades. Education Digest: Essential Readings
Condensed for Quick Review, 77, 5, 8-16.