Assessment of Student Learning

Assessment is the process of identifying, gathering and interpreting

information about students’ learning. The central purpose of assessment is to
provide information on student achievement and progress and set the direction for
ongoing teaching and learning. I believe an assessment strategy which best
encapsulates this understanding of assessment is the portfolio. Specifically, a
process portfolio provides a wealth of information about a student’s progress in
literacy and not only allows a teacher to assess the learning that has taken place but
also helps them to identify the areas in need of improvement. Additionally, the
crucial element of the student’s self-assessment and self-reflection in the process of
creating the portfolio also allows both the teacher and the student to understand the
progress, strengths and weaknesses of their writing.

For almost five (5) months I think assessment of student learning 2 have
made me change a lot, more improvements of my self-assessment and personal
development, but this course would never be more colorful and interesting with the
help of our teacher Dr. Gina Odicta. A lot of lessons I have learned from her that I
will treasure and will use and share to my students when I will be a teacher
someday. Her words of encouragement made me inspired to pursue this dream of
becoming a teacher someday. Honestly, assessment of student learning is my
favorite subject since our teacher is really interesting and very organize when it
comes to the topic that we have encountered every day.

Assessment of student learning made me realized that every assignment or

tests was given a point value and then based on the amount of points, a grade was
given. Every student’s assessment was exactly the same, and the assessments did
not contain any subjectivity.

In establishing assessment standard it is strongly suggested that you explain

assessment standards clearly when you introduce the course to your students and
probably at several subsequent points during the quarter as well. Most students use
grading criteria to determine what they should concentrate on learning in a course.
By making your grading policies clear, you can focus students’ attention on what is
most important for them to learn and retain. This made me learned that in doing
some performance task you as a teacher must have a criteria to follow in order not
to be bias in rating the performance of your students. Because grades communicate
the relative weight of course goals and assignments and because grades in a course
may have great influence on students’ future academic work, most students are
very sensitive about grades and the criteria on which they are based.