Clark philosophy of assessment
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Classroom assessment plays a key role in fostering students' attitudes, skills, knowledge, and thinking, or stifling their development. The document outlines a process for using assessment as a continuous cycle to improve instruction and support student learning. Teachers should assess students before and after instructional units, use data to inform materials and teaching methods, provide additional support as needed, and evaluate their own effectiveness through ongoing assessment.
Clark philosophy of assessment
- 2. In reality it is through classroom assessment that attitudes, skills, knowledge and thinking are fostered, nurtured and accelerated – or stifled. Hynes (1991) cited in Earl, L. 2004. Assessment As Learning: Using classroom achievement to Maximize Student Learning. Experts in Assessment. Corwin Press Inc. Thousand Oaks, California
- 3. Assess student knowledge before beginning a new unit. Scrutinize data to make instructional decisions. Select materials and method of instruction. Evaluate student learning with a post-assessment. Scrutinize data to make instructional decisions. Supply students with extra learning if needed.
- 4. Assessment should be authentic: Observation Essays Interviews Performance tasks Exhibitions and demonstrations Portfolios Journals Teacher-created tests Rubrics Self- and peer-evaluation
- 5. Assessment should not be used to label students and assign grades. Assessment should be used to support and enhance teacher effectiveness.
- 6. Assess Student Supply Remember assessment is a continuous cycle. Educators must continually evaluate their teaching and student learning. Scrutinize Select Evaluate Scrutinize
Editor's Notes
- #3: Beliefs: assessment is a teacher and student process that provide information to modify teaching and learning activities…it is evidence that teaching is meeting student needs.
- #4: In my practice of assessment, I will adhere to the elements of formative assessment; a classroom cultures that encourages learning and the use of assessment tools; the establishment of learning goals and student tracking; use of varied instructional methods and assessment methods; feedback; and teaching students to take an active role in their learning.
- #5: TPEP, CCSS, and student growth fit into assessment as they give guidelines for what should be assessed, prompt teacher to analyze and reflect on assessment data, and require use to make informed decisions for our students so that they grow.
- #6: Non-negotiables: students will not be judged by a single assessment for a standard. Multiple measures need to be used before making instructional decisions for a student.