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Ryan Brown

Dr. Kane

EDUG 526

2 October 2022

Philosophy of Assessment

Assessment is not––as Rick Stiggins argues in his video, “A New Vision of Excellence in

Assessment” –– “something adults do to students” (Stiggins, 2014). Rather, teachers should view

assessment as an equal exchange and form of communication––an opportunity for students to

demonstrate their understanding, and also for teachers to reflect upon their teaching and adjust as

needed. Some teachers will do this better than others; from experience as both a teacher and

student, I have seen how educators can leave their students in the murky understanding of

assessment as a large circled letter-grade on a singular test at the end of a semester. However, it

is crucial that as a future educator, I enter the classroom with a clear idea of all that “assessment”

entails and a motivation to embrace its rich breadth of possibilities.

My personal philosophy of assessment is best explained in terms of the “1 in 60 Rule”––a

calculation used specifically among Air Force Pilots and explained herein by former US Air

Force Pilot, Michelle Curran. The rule states that if a pilot is one degree off target upon first

assessment, this will amount to being a mile off target after traveling 60 miles: a distance easily

covered in mere moments when a jet travels “between eight and ten miles a minute” (Curran,

2022). Now, how does this calculation relate to teaching?

When teachers plan out modes of assessment, it is crucial to expand beyond the practice

of assessment as confined to only summative assessments––the dreaded final paper, 50-question

multiple choice test, or lab practical. Instead, preassessment, formative assessment, and
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summative assessments all provide teachers with the opportunity to readjust and figure out

where the target for each student is. When the time comes for a summative assessment, students

have the right to feel empowered in the classroom, trusting that their knowledge is being

assessed in a valid, reliable, and practical manner conducive to the standards and practices of

daily classroom instruction (Burden and Byrd, 2019). To return to the 1 in 60 Rule––small

formative assessments cumulate to ensure students are not “a mile off the mark” when the time

comes for a summative assessment.

More specifically, as an English teacher, it is crucial to provide multiple forms of

assessment within each stage of assessing student understanding. The feedback which students

receive on an assessment, and the environment teachers develop surrounding assessment, elicits

an emotional response which will influence students’ attitude for the next assessment and so on

(Stiggins, 2014). This cycle can be positive and productive, should students see assessment as

their opportunity to check in with their teacher. With written assessments––either short answer or

essay format––a positive cycle can be born from simple changes to assessment styles. Offering

pre-writing conferences, peer-to-peer revising, self-assessments, and cumulative digital

portfolios across pre-, formative, and summative assessments can mutually benefit students and

teachers. For students, these multiple forms of assessment serve as benchmarks along the way,

and allow students to see their knowledge as expanding. For teachers, these multiple forms of

assessment scaffold towards more complex writing and show students where they can “move the

needle” to become more proficient in a topic of assessment before they turn in the final form of

summative assessment.

Furthermore, and within ELA especially, teachers are discounting students from the

get-go if we fail to support English language learners across all stages of assessment. At the
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beginning of every school year or upon receiving any new student, it is imperative to provide a

preassessment to gain understanding of where students are at in their literacy skills and

grade-specific stands-oriented skills. Once EL students are identified and assessed, we must

provide scaffolds within the assessment process to ensure EL students can access the assessment

in the first place (Burden and Byrd, 2019). Simple adaptations like range adjustments, number

and type of formative assessments, and increased time to complete tasks can make a significant

impact on EL students’ ability to access the curriculum and demonstrate their knowledge.

Overall, my philosophy of assessment rests on the foundation of continued flexibility and

a willingness to adjust my assessments to support EL students and meet the needs of my student

population at large. Not only is every class different, but so too is every student; providing

multiple forms of assessments for pre-, formative, and summative assessment and doing so often

and diligently will help to support student success. It is my job as an educator to use assessments

responsibly, flexibly, and creatively.

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Works Cited

Burden, P. R., & Byrd, D. M. (2018). Methods for Effective Teaching: Meeting the Needs of All

Students (8th ed.). Kevin Davis.

Curran, M. (2022, September 12). “1 in 60 Rule.” Instagram.

Stiggins, Rick. (2014, March 5). A New Vision of Excellence in Assessment [Video]. YouTube.

Retrieved October 2, 2022, from https://www.youtube.com/watch?v=XHX2jnKNiyw .