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Learning Task 3: Communication of Student Learning: Response and Analysis

Jenifer Hampton

Werklund School of Education, University of Calgary

EDUC 456: Assessment

Dr. Nadine Delanoy

March 11th, 2022

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Learning Task 3: Communication of Student Learning: Response and Analysis

Assessment is a crucial factor in the education system. It ensures that all objectives are

being met and students are progressing along the intended path. However, assessment should not

be solely summative, rather using a balanced approach with formative assessment is incredibly

important. This is because learning requires time and repeated effort (O’Conner, 2007).

Providing lower risk assignments and informal feedback grants students the opportunity to

explore their learning with reduced stress, which will lead to a deeper understanding with the

content (Feldman, 2019; Joint Advisory Committee, 1993). When it comes time to use formal

feedback, students will be more prepared to showcase their understanding. Therefore, assessment

for learning is equally as important as assessment of learning.

What Are Some Key Considerations When Implementing or Using This Assessment? Are
There Areas You Would Redesign or Adjust Upon Reflection?

When implementing assessment, it is critical to consider the following factors that impact

a student’s learning process. Individual abilities and experiences may vary. Assessment should

surround obtainable objectives that are relevant to the students (Joint Advisory Committee,

1993). For instance, apply accommodations, adequate work time, and a variety of formats when

testing (Stiggins, 2006). The directions of the assessment should be “clear, complete, and

appropriate for the ability, age, and grade level of the students” (Joint Advisory Committee

(1993, p. 8). This is especially important for individuals such as English Language Learners or

those with learning disabilities. The rubric used should include appropriate definitions to ensure

full understanding of what is being assessed (Popham, 1997). In addition to this, the social and

emotional component of learning heavily influences the student (C21 Canadians for 21st Century

Learning & Innovation, n.d.). Emotions should be acknowledged, but never reflected in a final

grade related to academics.

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Assessment through project-based and hands-on activities peak students’ interests and

permit them to fully engage with the material within a classroom. However, summative

assessments such as exams and multiple-choice testing, ensure that students are following the

vertical alignment (Feldman, 2019). Rather than focusing on one form of assessment, it is

beneficial to include a balanced practice. Guskey (2000) states, teachers must acknowledge

academic success to present standards and goals for students to work towards. Additionally,

grades give weight to education (Feldman, 2019). To support individual journeys along the

vertical alignment, a teacher must be able to pinpoint where a student is and build, ensuring to

supply adequate feedback in a variety of forms.

How Would Your ‘Vision’ or Beliefs Around Assessment Inform How You Look at This
Assessment and the Outcomes?

Everyone deserves to express their knowledge and be assessed through equitable

opportunities (Wiltse, 2015). Specifically, there are three components to approaching grading

with equity. They include accuracy, resistant to biases, and motivational to students (Feldman,

2019). First, students should be assessed on what they know. They should not be assessed in

relation to their peers (Guskey, 2000). This can create an unhealthy classroom environment that

is driven by competition instead of collaboration.

Secondly, individual biases from teachers need to be addressed and withdrawn from

grading practices. The way teachers grade can positively or negatively affect students, depending

on their privilege status (Feldman, 2019). Those who are low-income, have learning disabilities,

are English Language Learners, and are non-white are more likely to experience challenges

(Feldman, 2019).

Lastly, students shouldn’t be motivated through bonuses or fear of getting a zero

(Guskey, 2000). A grade is intended to represent a student’s learning. Receiving a zero makes it
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challenging to regain the lost percentage and truly symbolize their understanding. Giving

students bonus marks does not emody a student’s learning and can inflate grades (O’Conner,

2007). A teacher can administer motivation through practices such as forming meaningful

relationships and scaffolding students to participate in their own learning (Alberta Education,

2018). It should be clear that the students are understood and appreciated for their emotional and

academic needs (Reeves, 2006). This will form a level of trust, which is an essential element to

learning (Feldman, 2019). This transition towards a student-based approach may be difficult for

teachers who are used to the leading focus of assigning grades ((Feldman, 2019; Popham, 2006).

Would This Assessment Be Considered Reliable and Valid Based on the Assessment
Design? Why or Why Not?

Reliability and Validity in assessment design reinforces the conclusions made by teachers

and reassures parents that their child is receiving quality assessment. The procedure in LT2 is

valid and reliable because it provides assessment on multiple aspects of the student’s learning,

such as the ability to communicate clearly and organize information appropriately. It includes an

analytic rubric that breaks down the multiple components of assessment (Gonzalez, 2014). It is

graded holistically, rather than using a mean calculation (O’Conner, 2007). Students are

“assess[ed], organize[d], and report[ed] individually (O’Conner, 2007, p. 14). The rubric

provides clear connection to the Programs of Study for Grade 3 Science, which ensures that the

expectations of the assignment are reached (Manitoba Education, Citizenship and Youth, 2006).

A complexity to consider is that the rubric is focused more on the completion status of the

assignment, rather than the student’s mastery of the content. It would be more appropriate to

alter the rubric using task-specific criteria to determine student learning (Guskey, 2000).

How Would You Communicate Student Learning with Students and Other Stakeholders?
What Would You Communicate During the Learning Process? After?
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Clear communication and clarity among those involved in the education process is a key

element for assessment. Prior to providing formal feedback, it is vital to have a mutual

agreement and understanding of the expectations for assignments and class engagement.

Communication can be formative. It should include productive responses that acknowledge a

student’s need in the classroom, rather than a simple judgement (Stiggins, 2006). Teachers must

explicitly explain the areas of strength and needs of the student. This can take form through an

email or a parent-teacher conference to discuss report card marks. During the learning process,

the teacher should provide verbal feedback to either reassure or correct a student’s

understanding. Communication can be summative. For instance, a student’s report card or test

results.

To effectively provide evidence of a student’s learning, there must be documentation. For

example, Biermeier (2015) suggests using digital photographs or audio recordings to transcribe a

student’s learning deeper than just written observations. This allows teachers and parents to see

the child’s development throughout the school year. The child should be included through the

entire grading and assessment process (O’Conner, 2007). The language used to describe a child’s

progress should be descriptive and directed towards a growth-based mindset. If a child shows

risk of not reaching grade-level objectives, communication must be made with the parents before

there is a risk of course failure (Reeves, 2006). Doing so, will develop an understanding of errors

and redirection towards future work (Stiggins, 2015).

How Would You Use This Information to Inform Your Instruction and Assessment
Practice? (How to Apply It)

To implement valuable assessment in the classroom, two conditions need to transpire.

First, a teacher must continuously educate themselves on the effects of inequity in and out of the

classroom. Then they must work towards creating a classroom with equitable educational
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experiences. Students may be experiencing negative events that will affect their learning and

being part of their support system is critical in helping them overcome and succeed.

Secondly, when approaching assessment, a teacher should reflect on whether their

teaching and grading practices were fair, clear, and allowed for growth. If a student didn’t

perform their best on an assignment and it impacted their grade significantly, it would be

beneficial to do a rewrite. Allowing students to reflect on the mistakes made and then reattempt

the assignment will allow students to take responsibility for their learning and build strong work

ethics (Manitoba Education, Citizenship and Youth, 2006). If a large portion of the class didn’t

perform well on a specific assignment, communication may have been skewed. It would be

constructive to review and discuss the confusion on that topic or revaluate your own

expectations. This can be applied to situations where the content is overly simplified for students.

For example, the teacher should expand or add elements to the lesson to increase depth and

challenge. However, it needs to use a balanced assessment manner to record student abilities.

In conclusion, assessment is a non-negotiable aspect of education. It is necessary in

determining the learning progress of students and the teaching practices of schoolteachers. Even

though assessment of learning has a negative connotation, it is equally as important as

assessment as learning in the education system. Both complement each other in forming a

balanced assessment that contributes to forming students’ overall knowledge.

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References

Alberta Education. (2018). Inclusive education: Conversation guide for the video. Scaffolding

for student success. https://education.alberta.ca/media/464635/video-discussion-guide-6-

scaffolding-for-student-success.pdf

Biermeier, M. A. (2015). Inspired by Reggio Emilia: Emergent Curriculum in Relationship-

Driven Learning Environments. Young Children, 70(5).

https://www.naeyc.org/resources/pubs/yc/nov2015/emergent-curriculum

C21 Canadians for 21st Century Learning & Innovation. (n.d.). Shifting minds 4.0: Canada

learning and innovation inventory. Retrieved from http://c21canada.org/sh/

Feldman, J. (2019). Grading for equity: What it is, why it matters, and how it can transform

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Pedagogy. Retrieved from

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Guskey, T. R. (2000). Grading policies that work against standards … and how to fix them.

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O’Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades (pp.14-15). Boston,
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Popham, W.J. (1997). What’s wrong and what’s right with rubrics. Educational Leadership, 

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