Zachary Martin

EDUC 5913S – Measurement and Evaluation, Secondary

Philosophy of Assessment
Professor: Bill Buggie

Due date: 01/03/2019

Department of Education
St. Thomas University
 Proper assessment may be one of the most essential aspects of successful teaching

and learning in the classroom. This is often directly impacted by the teacher and what they view

as meaningful forms of assessment. In past years, there has been a lot of discussion concerning

the use of assessment as a useful and progressive tool for individualized learning and descriptive

feedback for the student. Therefore, I believe, as an educator, that having great flexibility and

open-mindedness regarding a student’s evidence of learning is essential for great success.

.A new technique that I find beneficial and that gives learners the most opportunities to

showcase their evidence of learning is by applying the process of triangulation in the classroom.

The triangulation technique is geared by the teacher gathering evidence of learning trough three

main methods of assessment. These three are represented by a collection of the students’

products, conversations of the learning and observations of the learning. Documenting and

gathering a large amount of evidence from different forms of representations, such as collecting,

observing and communicating, this will allow my assessment of the students’ learning to be

much more accurate and definitive. With all of this reliable and valid proof of learning through

constant assessment, I will know with much more certainty if my students have exceeded,

attained or not attained the curricular outcomes, as well as what their strengths and weaknesses

may be. Therefore, I will be able to specifically tend to each individual’s needs, however it may

be necessary.

Furthermore, I also think that it is necessary for a teacher to reflect upon assessment from

a perspective of purpose rather than directly focusing on the end product. As a result, this will

ensure the reasoning and the quality of assessment. That being said, the purpose of assessment

should be represented by assessment for learning, assessment as learning and assessment of

learning and these directly resonate with my beliefs to ensure beneficial and meaningful learning

opportunities for my students.

Personally, I believe that assessment for learning, which is used for the means of

formative assessment, must be used as frequently and as properly as possible since I believe it is

a crucial tool that can provide to the teacher what a student knows or what misconceptions they

may have. This aligns quite well with the process of triangulation that I previously mentioned.

The following method, assessment as learning, which is also used for the means of

formative assessment, is another important aspect that I think needs to be frequently

implemented in the classroom. This has the goal of allowing the students to reflect upon the

learning by either relating it to prior knowledge, use it to reflect upon or adapt their thinking or

even apply this newly acquired knowledge in order to allow for deeper understanding. In order

for this to work, I, the teacher, must not only ensure ways to engage students, but also allow

significant opportunities and reasoning for them to make the connection between learning and

understanding.

The final method, assessment of learning, mostly used for means of summative

assessment, is the method that has the intention of confirming what students know regarding the

curriculum outcomes and goals. This method is a very important and crucial communication

tool for all parties involved in a child’s learning; this means the teacher, the parent or guardian

and the child themselves. Personally, I think that assessment of learning needs to be done in a

way that best benefits and accurately represents the students’ learning because this could have a

direct impact on the student and their following decisions or future. For that reason, I truly

believe that teachers should not solely rely on a single and/or traditional way to assess students,

even through summative assessments. No student is like another, therefore, I think that when it is
possible, a teacher should give a wide variety of choices that allow students to express and show

how they have met the outcomes. Not only will this represent the students’ learning more

precisely, but it will also allow the learning to become much more meaningful.

Additionally, I truly believe that in order to maximize a student’s learning and

improvement, it is essential that a teacher must, as often as possible, use descriptive feedback

while assessing. The application of precise descriptive feedback should be used in a way that will

compliment the learning and encourage mastering the content, and in my opinion, that is much

more significant and telling than just giving a grade represented by a letter or a number.

In conclusion, the stance and views that I have stated are a representation of my current

philosophy of assessment. I am aware that they could change over time and with experience

since, as an educator, it is important that we always re-evaluate our perspectives and practices.

That being said, as of right now I hope to be able to implement these assessment techniques

within my classroom with the goal of creating the most beneficial and meaningful opportunities

for my students.