Professional Documents
Culture Documents
Student Paper
I currently teach English in an elementary school in the western part of Japan. Our
school has an inclusive educational policy that accommodates students from grade 1 to grade
status.
Butler & McMunn (2009) defined assessment as the act of collecting information
about individuals or groups of individuals in order to better understand them. The collected
information helps educators to know about students’ level of knowledge and abilities, and
(setting targets for students and providing feedback on progress toward those targets in ways
circling animated pictures (for students who cannot write or who have sensory-related
engagement with the content. Our strategy is more in line with Huba & Fred’s (2000)
assertion that assessment is used to promote and diagnose learning. The information gathered
from the reflection worksheets or other forms of assessment helps us to review our content
delivery approaches, modify the curriculum, or design lesson plans tailored to students with
special needs. The overall desired learning is often assessed directly through speeches,
projects, performances, or group presentations. Also, because Japanese culture rewards team
efforts over individual achievements, rather than competitive test results, our emphasis is on
understanding during which individuals attempt to connect new information to what they
already know so that ideas have some personal coherence, I believe that classroom assessment
plays a major role in how students learn, their motivation to learn, and how teachers teach.
for learning recognizes that students have different learning styles, and it gives teachers
information to modify and differentiate teaching and learning activities (Earl & Katz, 2006).
metacognition for students. Our school emphasizes active learning. When students are active,
engaged, and critical assessors they can make sense of the knowledge gained from the
content, relate it to their prior knowledge, and use it for new learning (Earl & Katz, 2006).
Assessment OF learning, which is summative and used to confirm what the students know
and can do, is done only on special occasions when we have learning presentations.
Earl & Katz (2006) posited that all three purposes of assessment (assessment for, as,
and of learning) are valuable, and maintaining a good balance among them is important. My
school places too much emphasis on assessment for learning and very little on assessment of
learning.
coming to observe, can also be a source of intrinsic or extrinsic motivating factors for
students. Our purpose is to enhance learning, and we are employing various assessment
strategies to give students opportunities to make their learning apparent without anxiety or
censure, however, I believe that some level of risk is necessary to survive in the larger society,
thus we should expose them to risk management while they are still learning.
deeply rooted in our commitment to inclusive education and the diverse needs of our students.
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By utilizing a range of assessment strategies, from tactile methods for students with sensory-
Our emphasis on assessment for learning aligns with the belief that understanding
students' individual learning styles and providing tailored feedback are essential for fostering
cultivation of metacognitive skills, empowering students to take an active role in their own
learning journey.
While our current approach has its strengths, there is a recognized need for a more
special occasions, we can provide students with valuable opportunities to showcase their
mastery and receive recognition for their achievements. Moreover, introducing a level of
healthy risk-taking can better prepare students for the challenges they may encounter beyond
better fulfill our mission of nurturing confident, capable learners who are equipped to succeed
in both academic and real-world settings. Together, we can strive towards a more holistic
approach to assessment that honors the individuality of each student while fostering a culture
References
Earl, L., & Katz, S. (2006). Rethinking classroom assessment with purpose in mind: