Task: Critical Reflection

Leonardo Sánchez

Methodology IV

Javiera Avila

June 25th, 2023

 It has been a long journey since I started delving into the conceptions and beliefs
I once held about language assessment. Initially, it was challenging for me to let go of
the negative associations I had with assessment, such as anxiety and fear. I constantly
felt the pressure of every test as if they all carried high stakes, however, through this
course and from the learning experiences I have had, I come to understand that
assessment plays a pivotal role in achieving quality teaching and learning outcomes.
I now realize that emotions and attitudes are influenced by too many factors
beyond the tests themselves, such as those presented theoretically in principles for
assessment. By understanding the parameters of assessment, I came to the realization
that it is simply unfair to expect others to meet expectations that I haven't
communicated to them beforehand. It curiously applies to many other aspects in life,
although not unexpected since assessment takes part in every decision we make. This
understanding has directly enhanced my effectiveness as a trainee teacher, as it guides
me to concentrate on relevant content and give particular emphasis to it during my
lessons. Additionally, it has potentially boosted my students' confidence when they are
aware of what to anticipate in the assessment, fostering a positive learning
environment.
During this time in practicum, it has been difficult not to criticize the teachers’
understanding of what they test, and how they do it. However, it is important to
recognize that various factors, such as physical space, students with special needs, time
constraints, and so on, significantly influence the design and implementation of
assessments. These factors have a direct impact on the validity and reliability of
assessments, and by acknowledging these complexities I have gained a deeper insight
for the diverse nature of assessment and the need for thoughtful consideration of
contextual factors when constructing assessments.