Reflecting on My Perspectives Before the Course
Before taking the course ‘Assessment in Science Education,’ my perspective on assessment was primarily traditional. I viewed it as a means to evaluate student learning at the end of a module or course, primarily through tests and quizzes. I believed that assessments were largely about measuring knowledge retention rather than a tool for enhancing learning or teaching. This approach was shaped by my educational experiences, where high-stakes testing and final grades were the ultimate student performance indicators.
Transformations in Understanding
The course has profoundly expanded my understanding and appreciation of assessments in education. One of the key realizations was the role of formative assessments—not just as a grading tool but as a crucial element of the instructional process supporting and guiding student learning. I learned that assessments should be integrally tied to learning objectives and inform student progress and instructional practices.
Affirmed Beliefs
The course affirmed my belief in the importance of clear, measurable learning objectives. It reinforced my understanding that every assessment should directly relate to specific learning goals, especially through the exploration of constructive alignment and its emphasis on the coherence between objectives, teaching, and assessment.
Modified Notions
I realized that my previous view of assessments as primarily summative needed significant modification. The course introduced me to the transformative potential of formative assessments and continuous feedback, which can significantly enhance learning outcomes. Additionally, I have shifted from seeing assessments as a one-size-fits-all approach to understanding the need for diverse, inclusive assessment strategies catering to varied learning styles and needs.
Areas for Further Study
Based on what I have learned, I am particularly interested in further exploring educational psychology and assessment theory. Understanding the psychological foundations of learning and how they interact with different assessment methods can enrich my ability to design effective assessments. Additionally, the field of technology-enhanced learning appeals to me, especially in developing assessments that utilize digital tools to provide real-time feedback and personalized learning experiences.
Impact on My Role as a Learner and Educator
As a learner, the course has made me more reflective and critical about the ways in which I am assessed and how I can use feedback more effectively for my own growth. As an educator, it has fundamentally shifted my approach to designing and implementing assessments. I now see myself not just as a transmitter of knowledge but as a facilitator of learning, where assessments play a key role in understanding and improving educational outcomes.
The course has inspired me to adopt a more learner-centered approach in my teaching, focusing on how assessments can be designed to truly engage students and enhance their learning journey. This shift in perspective is likely to influence not only how I teach but also how I continuously improve my instructional practices through reflective and informed assessment strategies.
MITCHEL AFRICA 