Assessments in the Classroom

The format for assessments in the classroom are changing. As the classroom

teacher is beginning to realize that the former assessment tool that they greatly relied on,

known as the generalized standardized objective tests, is not truly revealing of the

individual students skill sets and capabilities they are beginning to explore other ways to

identify levels of achievement and learning in their classrooms. This tool that has for many

years been utilized to gather information about the knowledge gained in the classroom was

designed to assimilate data according to the grade level and subject matter. These same

tests were administered to all students. From the results, statistical data provided each

students assessment according to their educational advancement and their ranking

according to other students in their grade. However, it has become clear that this is not the

way as it has proven to be too impersonal to provide information needed to ascertain where

a specific student is within their comprehension and what needs to be incorporated into the

lesson plan to move them forward. The Horizon Report presented that there is a focus on

the area of assessment that will integrate new methods that will provide better evaluation,

measures and documentation to support the academic readiness and skill acquisition of each

student. (Adams, Cummins, Davis, Freeman, Hall & Ananthanarayanan, 2017)

Referencing the standardized tests Guskey presented in the article How Classroom

Assessments Improve Learning three main problems associated with this tool as being,

Firststudents take them at the end of the school year, when most instructional activities

are near completionSecond, teachers don't receive the results until two or three months

later, by which time their students have usually moved on to other teachers. And third, the

results that teachers receive usually lack the level of detail needed to target specific
improvements (Barton, 2002; Kifer, 2001). Drawing from the stated problems there is

found support for the redirection of assessing

student learning. This is being done by teachers as they use hands-on techniques such as

observation of participation and discussion, quizzes, writing assignments, technological lessons

and other formats that are performed in the classroom and provides immediate examples of the

students academic growth and results of their planned instruction. The usage of these tools

allows flexibility in instructional guides such as the lesson plan or areas of needed concentration;

along with particulars concerning each student weaknesses and strengths.

Assessments have long needed revising. Although the changes will involve a period of

concentration in the area by teachers through such as continuing education classes, workshops,

etc. the effort will be well worth it as they are taught how to give assessments and the whys

behind each format. This will not only benefit the students but teachers will gain as well,

speaking from the perspective that many have not received in-depth training to prepare them for

this area of their career. (Guskey) Prior methods have served to stagnate the growth of the

student. However, according to McMillan, the introduction of such methods as selection of

proper assessment methods, clear and appropriate learning targets, fairness, practicality and

efficiency, positive reinforcements in the classroom, reliability and validity, will produce high

quality classroom assessments. (McMillan, 2014)

References:
Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and

Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education

Edition. Austin, Texas: The New Media Consortium.

Barton, P. E. (2002). Staying on course in education reform. Princeton, NJ: Statistics & Research

Division, Policy Information Center, Educational Testing Service.

Guskey, T. (2003). How Classroom Assessments Improve Learning. Educational Leadership.

6(5), 6-11

Kifer, E. (2001). Large-scale assessment: Dimensions, dilemmas, and policies. Thousand Oaks,

CA: Corwin Press.

McMillan, J. (2014). Classroom Assessment. Upper Saddle River, NJ: Pearson Education
Things I Need to Know

As a focus on continual improvement as a teaching professional there is a need to stay

abreast of the growing trends that will expand self-knowledge, so that students can have a better

educational experience. Regarding professional development, EDUCAUSE offers professional

development and networking opportunities to help higher education IT professionals, at all

levels, advance in their career. (Moskal, Carter & Johnson, 2017) Thus, it is also found that the

challenge mentioned in the Horizon Report of motivating and integrating formal and informal

learning through instruction that is self-directed, curiosity based and aligned with points of

interest is applicable to teachers as well as their students. It is a belief that learning should never

cease which was fostered at the first encounter of the quote, Intellectual growth should

commence at birth and cease only at death. (Einstein). Through Educause there is presented

diverse opportunities that will allow continual learning through programs that are designed to

challenge me as an individual as well as a teaching professional that are important to the delivery

of a sound educational foundation in the classroom and in life. The technologies that are

affiliated with the programs they present will assist in the integration of teaching actualities in

the classroom as they are compared to the changes and advancing concepts of society. Thus, this

will prepare me to present instruction of relevancy through methods that are in sync with present

methods. Along with other factors in my training in the teaching profession, my technology

literacy needs bolstering and this is a perfect path to utilize to address my need. The mentioned

reasons support the first choice of my needing to know about ELI and EDUCAUSE All in One

Membership.

As I attempted to select topics from 7 Things I should know the task was difficult.

However, contemplation of the changing practices in the teaching profession has made learning
fun, which is a practice that will assist in student achievement. This philosophy leads to the

second selection of Adaptive learning which is, one technique for providing personalized

learning, which aims to provide efficient, effective, and customized learning paths to engage

each student (7 things you, 2017) The constructs of the system is interesting from both the

teaching and learning perspectives. Through this data driven support each student is challenged

at their level which also engages the teacher in a role of being a constant learner so that there is

knowledge to further each students skill-set and capacity of comprehension. This is a fantastic

forum for flexibility and unencumbered instruction that could help my professional growth while

challenging me as I challenge the students to move to greater heights.

References:

Einstein, A. Quotes about Lifelong Learning. Retrieved from:

http://www.goodreads.com/quotes/tag/lifelong-learning

Moskal, P., Carter, D. & Johnson, D. (2017). 7 Things You Should Know About Adaptive

Learning. EDUCAUSE Learning Initiative (ELI). Retrieved from:

https://library.educause.edu/resources/2017/1/7-things-you-should-know-about-adaptive-

learning

7 Things You Should Know About ELI and EDUCAUSE All in One Membership. (2017).

EDUCAUSE Publications EDUCAUSE Learning Initiative (ELI). Retrieved from:

https://library.educause.edu/resources/2017/2/7-things-you-should-know-about-eli-and-

educause-all-in-one-membership