Assessment

 


Who enjoys taking tests or quizzes? Is homework truly an effective form of evaluation? Do grades hold significant value? What are the fundamental reasons behind our assessments? My philosophy on assessment is that it is a tool to support student learning and help the student grow. I believe that assessments are used for driving instruction in order to improve student learning.


As an Adult Transition Teacher, I work with 18 - 26 year-old individuals with disabilities who have not earned a high school diploma. Assessment in my context is unique and tailored to real-life learning experiences, without the traditional grading system. My focus is on enhancing practical skills through assessments in areas such as Independent Living Skills, Functional Academics, Social Skills, Behavioral Skills, Community-Based Instruction (CBI), Work-Based Learning (WBL), and money management and budgeting. For my learners, standardized tests, quizzes, and homework are ineffective. As Shepard (2000) aptly states, “School learning should be authentic and connected to the world outside of school not only to make learning more interesting and motivating to the students but also to develop the ability to use knowledge in real world settings.”


Shepard (2000) further emphasizes, “The transformation of assessment practices cannot be accomplished in separate tests and measurement courses, but rather should be a central concern in teaching methods.” I firmly believe that assessments are fundamental to authentic learning. They guide my instructional decisions and in evaluating individual needs and progress. I employ a variety of assessment tools, including Transition Assessments, Formal and Informal Assessments, Summative and Formative Assessments, Open Ended Assessments, Journals, Direct Observation, and Running Records. These tools provide invaluable information about each learner’s development.


Technology and accessibility are also critical components of assessment. (Selwyn, 2011 p. 11) notes, “The vast networks of information, resources and people now available through digital technologies such as the internet are seen to be restructuring and extending young people’s mental faculties and ability to learn.” Many of my students rely on assistive technologies, such as text-to-speech and speech-to-text tools, which are crucial for their learning and participation across various environments. Assessing the effectiveness of these technologies ensures that we identify the best tools and strategies to support each student’s needs.


In conclusion, assessment is one of the most important tools in education, enabling teachers to gauge student knowledge and foster a dialogue about progress and future goals. Various forms of assessment help create a comprehensive understanding of a student’s capabilities and areas for growth, facilitating a more personalized and effective learning experience. 


References 

[Photograph/GIF of assessment]. (n.d.) https://dtlls.weebly.com/ 


Selwyn, N. (2011). What do we mean by “education” and “technology”? Bloomsbury Publishing Plc. http://ebookcentral.proquest.com/lib/michstate-ebooks/detail.action?docID=661054


Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29 (7), 4-14. https://doi.org/10.3102/0013189X029007004 



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