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Assessment of student learning is a topic that is necessary in all aspects of teaching.

Knowing where students are in their education is important, and there are many tools and opinions
when it comes to different assessment practices. Ultimately, it comes down to the teacher to decide
which assessment style to use. The assessment practices described herein are based on ideas that are
not entirely my own, but have been amalgamated from reviewed authors, accomplished teachers
and my own experiences. These views include the benefits of student choice in assessments, grading
(or lack thereof) practices for homework, advantages of self-evaluation, benefits of retakes and the
frequency of formative and summative assessments.
I believe in choice when it comes to tests and other summative assessments. In research
papers or project-based learnings, students should be able to formulate a subject to present on their
own, as long as it has something to do with the topic (i.e. A student in a chemistry classroom may
choose to do a project on either alternative fuel sources, reactions between alkali metals and water,
or how rust forms on a car). On tests, where possible, I would allow students to pick between
different questions to answer (for example, Answer two of the following four questions). This
will allow students to show topics that they have mastered instead of being forced to answer a
question that requires a different set of skills (describing how to solve a problem versus straight
mathematical computation). The questions can be given in different scenarios as well. All choices
for a given section on a physics test could be similar, but one scenario involves the physics of the
eyeball while another one is about a magnifying glass. Students with an aptitude towards life
sciences may enjoy the eyeball question more than the latter. These questions should also provide
students with opportunities to use different skills; one question could be to explain a process in
writing whereas the other would be to solve the problem mathematically.
Choice should also be apparent in the kinds of tests and assignments that are given to
students. Paper and pencil assessments do not work for all students, so I would be sure to have
alternative forms of testing for those who dislike this method. For example, some students are more
comfortable explaining how to solve a problem than they are solving it procedurally on a test, so a
conference could be a valid option where students can explain their thinking and knowledge to the
teacher. Ultimately, it is important to work with the students to find out the best testing style for
them. Tests can be crucial tools for checking whether students have learned the material, but the
type of test shouldnt hinder a students success.
In terms of homework, I think that practicing questions and problems is crucial to the
learning and mastery process, but that it doesnt need to be marked or translated to a grade. There
are many benefits and tips for homework without grades, as outlined by Vatterott1 .My goal would
be to keep homework interesting, relevant, and short, so that students do not mind doing small bits
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Vatterott, Cathy. "Making Homework Central to Learning."

Educational Leadership.
, 2011, 60-64.

of work at home. Homework should not overwhelm a students life, so I would give a maximum of
twenty to thirty minutes of homework per night. I have seen this work in classrooms before,
especially with the increased number of children splitting their time between two households. I
would also attempt to give as much meaningful feedback as possible through comments, which
would allow students to see the teachers thoughts of their progress in the course..
In terms of late homework, assignments or projects, I can be flexible. My view is that
students should be graded on their academic performance, but I understand that punctuality is an
important aspect to schools and the workforce. If possible, I would work a late homework policy
with my students to incorporate their views on the topic; however, I am very open to extensions for
good reasons (family problems, sickness, the whole class does not understand the problem, etc.). In
schools where behaviors are reflected separately from academics, I would ensure that lateness does
not affect the actually mark, but is displayed in the behaviors portion.
One thing that I am passionate about in students tests and homework is their ability to
evaluate their own answers as they attempt a given question. Self-evaluation is something that is
often expected of science undergrads, and is something I would like my students to be able to do. To
achieve this, I would ask students to evaluate their answers to longer questions on tests and
assignments - do you think the answer is right? How do you know if your answer is right or wrong?
If its wrong, where did you go wrong? Not only does this method help students find their mistakes,
but it can show the teacher what the student really knows about the topic even if they have a wrong
answer. It also allows students to think deeply about the problem at hand, and may motivate them
to work harder to find the right answer. This method would be better implemented in a high school
math or science classroom where multi-step problems are more prevalent.
Retakes are a contentious issue in assessment practice circles, but I think that students
should be allowed to do retakes within reason. For tests and large assignments, I would offer
retakes, but the student must expect to make an effort to do better the second time. They would be
expected to come to extra help sessions so that they know about what they did wrong. The
assessment that I would give them the second time would be similar, but not identical to the former.
I would allow students to have the choice as to whether they redo a test or assignment, so they
could either improve a passing grade or retribute a failing grade. As outlined in one of the tips by
Wormeli2, I would take the new mark as the one to be inputted into the final grade.
The debate between the ratio of formative to summative assessments is also heated at this
point in time. I believe that formative assessments should be collected, assessed, and given back to
students at least once or twice a week so that students have tons of opportunities to see where they
2

Wormeli, Rick. "Redos and Retakes Done Right."

Effective Grading Practices .,

2011, 22-26

can improve. Types of formative assessment can include homework practice questions, in class
activities, or entrance and exit slips that must be filled out. Something I would like to try is meeting
with students individually (for around five minutes) and ask them concept understanding questions
once per unit. The frequency of summative assessments can vary, but they must be done after
enough data is collected from the formative assessments. My aim would be to have one or two tests
(or other choices, as outlined earlier), along with a research project to involve deeper thinking and
understanding, for each unit.
In short, there are many hot topics in the world of assessment, but these are the ones I feel
most strongly about. Although each teacher can, in theory, create their own assessment practices,
there are a few that I believe are more beneficial for students. I provided my views on several
prominent issues in assessment: how student choice in assessment allows students to showcase their
learning and mastery; how grades and punctuality for homework are not as important as having
relevant and interesting problems for students; how self-evaluation can help students think deeper
about scientific and mathematical problems; that retakes are helpful, but need to be administered in
an organized way to maximize student learning; and the frequency of which we assess formatively
(through homework and activities) and summatively (through tests, assignments and research
projects). Students should be the center of the work we do as teachers, and these assessment
methods will help me allow my students to be the best that they can be.

Works Cited
Vatterott, Cathy. "Making homework central to learning."
Educational Leadership
69.3 (2011):
60-64.
Wormeli, Rick. "Redos and Retakes Done Right."

Effective Grading Practices

69.3 (2011): 22-26