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Nicole Burrell

Philosophy of Assessment

In the 21st century, the world of education is always changing to meet the needs of diverse
learners. To meet the needs of 21st century learners, teachers need to evaluate students
performance and progress through multiple assessments. An assessment is an evaluation of
student performance. Teachers utilize assessments to track students progress and decide if they
need to reteach specific concepts. 21st century learners partake in multiple types of assessments
including formative, summative, benchmark, and diagnostic to reveal their mastery of specific
concepts and skills. As a future educator, it is my job to know the recent assessment initiatives
and how to implement those initiatives into my classroom to better my evaluation of 21st century
students performance and progress.
Today, 21st century learners master concepts and skills through multiple activities,
including hands-on activities, inquiry activities, and technology-based activities. Learners in the
21st century tend to learn life skills better through hands-on activities. Therefore, teachers need to
create lessons that allow students to work with their hands. In my classroom, I will have students
identify the denomination and shape of money by actually touching the money. Also, the students
will count money by physically touching the money. By completing these hands-on activities,
students will more likely remember the denominations of the coins and how to correctly count
coins. To assess the students mastery of counting coins, I will observe the students work and
ask them questions to defend their answers. In addition, 21st century learners love to utilize
technology in almost all activities and assessments. In my classroom, I will utilize a smart board
and multiple apps so students interact with technology. In the money lesson, students will use the
smart board and multiple money apps to enhance their mastery of counting money. The apps will
automatically provide the students will feedback on their answers and the explanation behind the
correct answers. Again, I will ask the students questions about problems on the app and how they
would solve them to determine their mastery of counting coins. By completing these activities
and assessments, 21st century learners will develop their problem solving skills, critical thinking
skills, communication skills, and innovation skills.
Multiple types of assessment appear in the world of education that assist teachers in
evaluating 21st century students performance and progress. Formative assessments are ongoing
assessments during a lesson or activity that provide students with feedback from the teacher.
Also, teachers receive valuable information about students mastery of a specific concept by
evaluating formative assessments. According to Laura Greenstein (2010), formative assessments
help teachers consider each students learning needs and styles and adapt instruction
accordingly. Some types of formative assessments that I will utilize in my classroom include
observations, question and answer sessions, class discussions, interviews, exit slips, short
quizzes, and peer discussions. In my classroom, I will consistently observe my students and ask
them questions to determine if they have mastered the concepts I have taught in class. If the
students have not mastered the concepts, I will reteach the concepts to the students in a different
manner. In addition, summative assessments allow teachers to know the concepts that students
have mastered at the end of a chapter, unit, or course. According to Robert Marzano (2006),
assessments that come at the end of a process or activity, when it is difficult to alter or rectify
what has already occurred, are called summative assessments (p. 9). Some summative
assessments include end of chapter tests, midterm tests, final tests, plays, debates, speeches, and
project-based learning activities. In my classroom, I will assess the students mastery of concepts
and skills that I have already taught in my reading and language arts classes by assigning short
essays and project-based learning activities. Also, I will utilize the results from the summative

Nicole Burrell

Philosophy of Assessment

assessments to change my lessons for the next year. Formative and summative assessments allow
teachers to determine students mastery of skills and concepts taught in class.
In addition to formative and summative assessments, teachers utilize curriculum-based
assessments. Curriculum-based assessments are established from the curriculum, which is
ultimately based on the states standards. These assessments give teachers feedback on the
students performance of certain concepts or skills. Also, theses assessments allow students to
take accountability of their own learning. According to Jim Wright, Curriculum-based
measurement is a method of monitoring student educational progress through direct assessment
of academic skills. If students arent mastering the concepts taught in class, teachers change
their instruction to help their students master the concepts. In my classroom, I use the math
chapter tests from the end of the textbook and create my own reading tests or projects established
from the curriculum to determine students mastery of the concepts taught in class. In addition, I
utilize formative curriculum-based assessments in my classroom when students participate in
math whiteboard activities to reveal their answers to addition and subtraction problems.
Curriculum based-assessments help teachers determine if students have mastered the concepts
already taught in class or if they have to reteach the concepts.
To assess students mastery of concepts and skills taught in class, teachers should have
different assignments. Students can complete some assignments, such as project-based learning
activities and essays. Some students have different learning styles and need to reveal their
mastery of concepts in various ways. Therefore, in my classroom, I will have various
assignments in each content area. In reading class, students will create a drawing with a few
sentences for the book they have read during the week. For language arts class, the students will
write essays to persuade people to eat their favorite food. For math class, the students will take
end of chapter tests to demonstrate their mastery of the specific math concepts and skills taught
in class. In science class, the students will create their own invention and describe their invention
to the class. I always utilize rubrics to assign points to project-based learning activities and
essays. Therefore, I will have a guideline to follow and not assign points based on my personal
feelings. The students will receive the rubrics when I first assign the assignments and projects
and know exactly what I expect from the assignments. While students work on the assignments
and projects, I observe the students work and interview students to determine if the students are
on the right track for the assignment. In conclusion, teachers should always have various
assignments to assess students mastery of concepts and skills taught in class.
All students learn differently and need different assessments to reveal their mastery of the
concepts and skills taught in the classroom. Some students may need the lesson presented a
different way or complete a different assignment that corresponds to the lesson. Other students
may need the learning environment or assessments differentiated. Teachers need to provide
students with multiple assessments and differentiated instruction to determine if students have
mastered the concepts taught in class Therefore, teachers may allow some students to verbally
state their answers or use a speech-to-text program on the computer for their assignments
because they have a difficult time writing down their answers to questions or problems. In
addition to changing the format of assessments, teachers need to provide accommodations in
their classrooms. For example, if a student has trouble mastering the concept of word problems,
the student can utilize visuals, or manipulatives, instead of just writing down the numbers, to
master the concept of word problems. In my classroom, I will have multiple activities,
assessments, and accommodations to assist all learners in mastering the specific concepts taught
in class.

Nicole Burrell

Philosophy of Assessment

To accommodate all students, teachers need to make adaptations to tests and assignments.
Accommodations are adjustments to the format of a test or assignment. The accommodations
dont change the material on the test or the assignment. Some students may have disabilities and
need special accommodations in the classroom and on tests. Other students may not have
disabilities, but would also benefit from adaptations to their tests and assignments. In my
classroom, I will adapt the tests to my students individual needs. One way to adapt a test is to
have fewer questions or problems on one page. Students may get overwhelmed with the number
of problems or questions on a page. Therefore, there are fewer problems on a page for the
students to look at a one time. Also, I allow students to have extended time to take their tests
because they may need more time than their classmates. In addition, I allow students to tell me
their answers instead of writing down their answers if they have a difficult time with writing.
Finally, students may use headphones, earphone, or earplugs while taking a test to block out any
noises. In conclusion, teachers need to provide students with accommodations to help them
reveal their mastery of the concepts taught in class.
Teachers have a very important role of assessing and grading students work. Grading
practices may be problematic because some teachers assign points for non-academic
assignments, such as bringing back signed tests. The non-academic assignments dont reveal
students mastery of specific concepts in each content area and only inflate students grades.
Some teachers may even grade assignments based on their personal feelings instead of following
a rubric. Therefore, in my classroom, I will make sure that I only give points for academic tasks
and don't assign points to assignments based on my personal feelings. To assign points to
academic assignments, I weigh the importance of each assignment compared to all of the
assignments. For example, a math test is worth more points than a math quiz or the problem of
the day because the math test covers more concepts than the quiz or problem of the day. In
addition, students earn a small number of points for completing their math homework and the
accuracy of their math homework. Also, I will utilize rubrics in my classroom for students to
know exactly what I expect for each assignment. The students will receive the rubrics when I
assign the assignment so they can follow the rubric while completing the assignment. The rubric
for the assignment will allow me to assign points based on the categories on the rubric and not on
my personal feelings. Grading practices may be problematic, but teachers have to remember to
weight grades according to the importance of the assignment, stay consistent while grading, and
not assign points based on their personal feelings.
All teachers know that a comfortable and safe classroom environment allows students to
feel safe and learn at the same time. My classroom will have five groups of four student desks
with chairs with wheels on them. The desk groupings and chairs with wheels permit students to
collaborate and easily move around the room. In the back of the room, I will have an educational
game center and a literacy center with five beanbag chairs for students to visit during center time
or at recess. Six computers will be on the left side of the classroom for the students to utilize for
some of their assignments. Also, the iPad cart with twenty-two iPads will be placed next to the
computers. My desk will be located at the front of the classroom with the chalkboard and
interactive whiteboard. All of the walls will be a vibrant blue color to welcome the students.
Bulletin boards displaying the students work will be on the vibrant walls. Six windows will be
located on the right side of the classroom so the sunshine fills the room. To an outside observer,
my classroom will look like a comfortable environment where students can learn and relax.
Today, assessment practices have changed dramatically compared to the past. Some
school districts have eliminated standard grade based report cards and utilize mastery-based

Nicole Burrell

Philosophy of Assessment

report cards. Mastery-based report cards reveal more specific information on whether students
have mastered the concepts taught in class or if they need more instruction to master the
concepts. Also, mastery-based report cards dont assign letter grades; instead, they assign a
numerical grade that reveals if students have mastered the grade level standards taught in class.
Students who have received mastery-based report cards report that they feel more in control of
their grades (Mastery Based Report Cards). Mastery report cards may be the new style of
report cards in all school districts. Also, the concept of rigor is a hot topic in school districts.
Rigor occurs in classrooms when teachers expect students to learn at a high level with support
and demonstrate their high level of learning through multiple activities and assessments. When
teachers have lessons and assessments that involve rigor, students will engage in critical
thinking and problem-solving activities (Williamson & Blackburn, 2010). These new
assessment trends will likely appear in every school district in the near future.
In todays classrooms, the RTII process helps teachers group students based on ability
and provide appropriate instructional strategies. Response to intervention integrates assessment
and intervention within a multi-level prevention system to maximize student achievement and to
reduce behavioral problems (Essential Components of RTI, 2010). In my classroom, I will
utilize the RTII tiers to help all students receive appropriate instruction and interventions to
master the concepts and skills taught in class. Also, I will consistently progress monitor my
students performance and progress to determine if they are benefiting from the interventions
they have been receiving. In addition, I will use benchmark assessments in my classroom to
determine if my students have met the specific goals that were set for them after they received
specific interventions and instruction. If students have not met their specific goals, I will
implement another instructional strategy to help them meet their goals. After a few weeks of
instruction and interventions, the students will take the benchmark assessment again to reveal if
they have met their goals. If the students havent met their goals, the process starts all over again.
According to Heather Coffey (2009), Regular use of benchmark assessments is seen by many as
a tool to measure student growth and design curriculum to meet individual learning needs. In
addition, I will utilize diagnostic assessments in my classroom to identify any learning issues my
students may have and to evaluate students prior knowledge about specific concepts. Also,
diagnostic assessments provide instructors with information about students prior knowledge
and misconceptions before beginning a learning activity (Diagnostic and Formative
Assessment, 2010). In my classroom, students will take diagnostic assessments at the beginning
of the school year so I can determine students prior knowledge and which concepts I need to
teach. Diagnostic assessments will even allow me to know if students have learning issues and
how to utilize instructional strategies to help the students. In conclusion, I will implement the
RTII process, diagnostic assessments, and benchmark assessments in my classroom to group
students by their abilities and provide appropriate interventions.
In conclusion, assessment practices in the 21st century have drastically changed from the
past. Teachers need to implement the new assessment practices, such as rigor, into their
classrooms to meet the needs of 21st century learners. Also, teachers need to have various forms
of assessment in their classrooms to determine all students mastery of specific concepts and
skills. Teachers also need to utilize formative, summative, diagnostic, and benchmark
assessments in their classrooms to monitor students performance, progress, and mastery of
specific skills and concepts. Finally, teachers need to remember to have various activities and
assessments in their classrooms that meet the needs of all of their students.

Nicole Burrell

Philosophy of Assessment

Works Cited
Coffey, Heather. (2009). Benchmark assessments. Retrieved from
http://www.learnnc.org/lp/pages/5317
Diagnostic and formative assessment. (2010). Starting Point. Retrieved from
http://serc.carleton.edu/introgeo/assessment/formative.html
Essential components of RTI- a closer look at response to intervention. (April 2010). National
Center on Response to Intervention. Retrieved from
http://www.rti4success.org/sites/default/files/rtiessentialcomponents_042710.pdf
Greenstein, Laura. (2010). The fundamentals of formative assessment. Retrieved from
http://www.ascd.org/publications/books/110017/chapters/The-Fundamentals-ofFormative-Assessment.aspx
Marzano, Robert J. (2006). Classroom assessment & grading that work. Alexandria, VA: ASCD.
Mastery based report cards. (July 2013). Hanover Research. Retrieved from
http://studentachievementblog.cbd9.net/wpcontent/uploads/2014/03/HANOVERMasteryBasedReportCards.pdf
Williamson, Ronald, & Blackburn, Barbara. (2010). 4 Myths about rigor in the classroom.
Retrieved from http://static.pdesas.org/content/documents/M1Slide_21_4_Myths_of_Rigor.pdf
Wright, Jim. (n.d.) An overview of curriculum-based measurement. Curriculum-based
measurement: A manual for teachers (1). Retrieved from
http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf

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