Key Takeaways
Classroom assessment involves quick, formative evaluations to understand and enhance students’ learning experiences. In the classroom, assessment is an integral part of teaching and learning to identify student’s needs, their strengths and areas for improvement. Carnegie Mellon University Eberly Center (n.d.) emphasizes the importance of ongoing assessment to gauge the understanding of the students and for teachers to adapt their teaching methods. Furthermore, Angelo and Cross (n.d.) stress literacy in classroom assessment among teachers by gathering accurate student achievement information and using it effectively to enhance learning. This will result in an improvement in learning outcomes. Carnegie Mellon University Eberly Center (n.d.) outlines various Classroom Assessment Techniques, or CATs, that can be utilized by teachers to provide timely and effective feedback on student learning, while Angelo and Cross (n.d.) enumerate five keys to quality assessment, which includes clear purpose, clear targets, sound design, effective communication, and student involvement. These methods ensure assessments are meaningful, accurately reflect student learning, and actively engage students in their learning process.
Assessment Techniques of Interest
Among the examples provided by Carnegie Mellon University Eberly Center (n.d.), I am fascinated by the use of “Minute Paper” and “Muddiest Point” techniques as they can easily implemented in the classroom and how feedback can be given immediately. This will allow quick modifications in the teaching strategies. These strategies align with the notion that assessment should be an integral part of learning and not just a means to measure it at the end (Angelo & Cross, n.d.). In my experience in teaching middle school students, those teaching strategies that require extensive preparation or specialized tools seem to be less appealing to the students due to time constraints and resource availability. These strategies could be easily implemented in different teaching contexts for students to receive immediate feedback and for teachers to adjust their instructions.
Change in Perspective
During my first few years in teaching, I viewed assessments mainly as tools for grading. This is mainly due to the influence of how assessments are being done in my secondary and tertiary education. In introspection, teaching focuses on traditional assessment methods (National Center on Quality Teaching and Learning, n.d.). Learning about the contemporary ways of assessing students exemplifies the importance of continuous and interactive assessment to enhance learning. As I have experienced international education and a globalized curriculum, it shifted my view on assessment. I realized the role of assessment in enhancing learning and teaching in today’s classroom.
The Classroom Assessment Techniques (Schreyer Institute for Teaching Excellence at Penn State, n.d.) challenged more my previously held perceptions about the complexity and time-consuming nature of providing effective assessment. I learned that by demonstrating simple, quick techniques, valuable insights can be yielded into student learning. As I learn more about assessments, I will integrate more formative assessments into my teaching and foster a more responsive and student-centered teaching approach.
References:
Angelo, T. A., & Cross, K. P. (n.d.). Classroom Assessment Techniques: A Handbook for College Teachers. Retrieved from http://ptgmedia.pearsoncmg.com/images/9780132685887/downloads/m01_chap5887_02_se_c01.pdf
Carnegie Mellon University Eberly Center. (n.d.). Using Classroom Assessment Techniques. Retrieved from https://www.cmu.edu/teaching/assessment/assesslearning/CATs.html
National Center on Quality Teaching and Learning. (n.d.). Assessment Strategies and Reading Profiles. Retrieved from https://www.ncicdp.org/documents/Assessment%20Strategies.pdf
Schreyer Institute for Teaching Excellence at Penn State. (n.d.). Classroom Assessment Techniques. Retrieved from http://www.schreyerinstitute.psu.edu/pdf/classroom_assessment_techniques_intro.pdf
MITCHEL AFRICA 