Monica Izzo

EDUG 507/ PRQ 4

October 1, 2015

How can I as a teacher enlarge and enhance my students learning through assorted
assessment measures? Teachers can inform their students in the meaning of assessments for one,
they can have students demonstrate their knowledge by generating a report of their choice for
two, and they can set short term goals to motivate them to learn for three.
A single letter that represents a mark or a grade can have both a positive and negative
impact on a student. These summative, numerical, or quasi-numerical symbols represent a
students performance and are placed on their permanent record (Burden & Byrd, 2013, p. 312).
They have five letters, A, B, C, D, and F that they see appear on in class work, homework, and
report cards. After receiving a mark or a grade, students begin identifying themselves as smart or
dumb. They either try harder, or give up, see their potential, or believe they dont have it. As
teachers we can change their predisposed ideas about themselves and enlarge/enhance their
learning by discussing the assessments administered. By simply discussing the reasons and the
benefits of assessments students begin to make connections with the importance of it. It is also
important to use assorted assessment measures, like formative to lighten the load off students
shoulders. It is important to make it known that not everything is placed on their permanent
record, but instead put in place to support them as they learn so that we can help strengthen their
weaknesses, helping them reach their fullest potential (Burden & Byrd, 2013, p. 312).
Assessments come in many forms, such as tests, homework, papers, and etc. Students
have multiple strengths and multiple weaknesses. As a teacher I want to find those in each of my
students, but I also want them to find it in themselves. I can help them do that by allowing them
to choose a way in which they believe they can demonstrate their level of knowledge best. They
can choose to perform, create, produce, or do something and by choosing they tap into their
higher-level of thinking, make connections to the material and the real world (Guillaume, 2008,
p. 190). TPE 3.4 Candidates know when and how to use specialized assessments based on
students needs (California Teaching Performance Expectations, 2013). This is an important tool
for teachers to have in their tool box, the ability to know when and how to use specialized
assessments to meet the students needs. With twenty-four to thirty students placed in each class,
you have twenty-four to thirty different needs that have to be met. I want each and every one of
my students to succeed and I cannot expect it to happen if I do not allow them the chance to
show me how they have learned and what they have learned.
The classroom works better when teachers include students in making decisions, whether
it be setting class rules together or giving them options for how to demonstrate their knowledge.
It is especially important for the students to be a part of setting goals for them to reach. Doing
this provides motivational functions. Working together with my students, we can set goals for
them to reach and then provide them knowledge about the results. Ways to do this can include
periodic progress reports that provide opportunities to check on learning progress, before the
final report is generated (Burden & Byrd, 2013, p. 313). This provides a chance for the student to
grow and meet the goals they set with the teacher, motivating them to strive in their learning.
School seems to be a culture all by itself, with its own goals and limits, its achievements
and disappointment (Erikson, 1963, p.251) School-age children are in stage four of Erik
Eriksons Eight Stages of Man. Industry VS. Inferiority children leave behind their comfort of

their families and begin to find comfort in their peers and teachers. With that being said I want to
nurture my future students during this life changing time. Children start to let where they come
from, and what they wear define them and it distracts them from their ability to learn. It is my
job to share with them the importance of learning and the importance of valuing who they are.
Teachers wear the hats of many, one being the hat of an assessor. It is one we have to put
on every day in order to see the progress made in each student day in and day out, but it can get
lopsided if we do not stand our ground on education as equally as treating the students fair and
showing them respect. That is why I as a teacher will enlarge and enhance my students learning
through assorted assessment measures by informing students in the meaning of assessments,
allow students to demonstrate their knowledge by generating a report of their choice, and set
short term goals to motivate them to learn. (Guillaume, 2008, p. 193)

References
Burden, P., & Byrd, D. (2013). Methods for Effective Teaching Meeting the Needs of All Students
. Upper Saddle River : Pearson .
California Teaching Performance Expectations. (2013). Commision on Teacher Credentialing , 118.
Erikson, E. (1963). Childhood and Society. New York: Norton & Company.
Guillaume, A. M. (2008). K-12 Classroom Teaching A Primer for New Professionals . Saddle
River: Pearson .