My philosophy of assessment is linked to the belief that learning is an ongoing process. Assessment should be used as a tool for learning and not just determining exam scores and final grades. If we carefully consider the purpose of assessments, we can use assessments to improve instruction and learning outcomes. If we consider the why and how we are using assessments, we can align and support learning in a meaningful way. The importance, meaning, and function of assessments is often obscured by imprecise words; assessment, test, grades, formative, summative, evaluations, work, performance. This can be particularly true for assessments in online classes as data points and analytics are amassed and used to measure and define attendance, participation, engagement, progress, and performance. It is important, as instructors, instructional designers, and students that the purpose and the importance of each of these measurements is clearly communicated and understood. In addition to measuring progress of learning, every assessment and each of these data measurements have the potential to influence learning outcomes. It is this potential and power that requires the wise and mindful use of these performance measurements. It is also why assessments, particularly in the online environment, need to incorporate engaging authentic assessments that leverage media and technology tools (Lieberman, 2018).
|
Assessment is a central and essential part of the learning process. The key function and purpose of assessment is to help students learn and improve learning outcomes. Assessments are used to indicate, measure, and communicate the degree of instructional effectiveness and student learning. Assessments provide opportunities for feedback and reflection. The learning process is moved forward by a continuous, iterative cycle of purposeful assessments supported by feedback. As indicated by McCann (2012), “students need personalized engaging useful feedback on meaningful work”. But this can only be accomplished with assessments aligned as a key component of beneficial instructional strategies.
|
Assessment and Learning Process Cycle
|
|
Foundations of Philosophy
|
The foundation of my philosophy of assessment includes utilizing the right type of assessment aligned with the learning process. This approach is consistent with and can be bundled as “Assessment as Learning”, “Assessment for Learning”, and “Assessment of Learning” (CUW Online, 2013).
|
Early in the learning process “Assessment as Learning “ includes instructional strategies, including reflection, to maximize student engagement in their own learning. This can be particularly important in online learning as the student thinks more about what they are learning and need to learn. “Assessment for Learning“ is more closely aligned with teacher-guided instruction and formative assessment. In an online environment, formative assessment can help the student gauge their progress and positive feedback can motivate the student to do better. Assessments can also direct the teacher as to any adjustments that are needed for instruction. Research indicates formative assessment supported with positive and frequent feedback does improve learning (Marzano, 2016). "Assessment of Learning” is aligned with summative assessment and curriculum objectives. R. J. Marzano (2016) quoted Peter Airasian (1994) in explaining the critical difference between formative assessment and summative assessment:
More formally, Peter Airasian (1994) defines formative assessments as those that ‘’are interactive and used primarily to form or alter an ongoing process or activity. In contrast, 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’ (pp. 135–136)” (The Value of Formative vs Summative Assessment).
21st century learning skills are difficult to measure with traditional multiple-choice exams and are best assessed using portfolios, presentations and projects that can measure skills and learning (Darling-Hammond, 2015). Online learning is perfectly positioned to utilize these types of innovative summative assessments.
|
Online Assessment
My personal philosophy of assessment is developing and ongoing. It is informed by my experiences and my exposure to online classes, readings, examples, and my peers. Online assessment has the potential to extend learning from memorizing definitions to emphasizing creation of productive meaningful work. This idea and reflection on a recent reading are driving my understanding of online assessment forward. Dr. Jason Opero, co-author of Assessment Strategies for Online Learning: Engagement and Authenticity, stated during an interview with Mark Lieberman (2018):
…The end goal of better assessments is better learning, and better learning about teaching in online contexts (Question 3)…There are a panoply of applications, tools and communities that can extend the digital learning environment, and all of these can become evidence for assessment (Question 5).
|
Online Icons Image (Pixabay, 2015)
|
Incorporating different types and varied assessments promotes better learning for all.
And that really is the point.
References
CUW Online. Office of Continuing & Distance Education, Concordia
University Wisconsin [producers] (2013, Oct 23). Assessment
as Learning: Learning beyond letter grades [video]. Youtube.
Assessment as Learning | Learning Beyond Letter GradesLinks to an external site.
Darling-Hammond, L. (2015, March 25). How Should We Measure Student Learning? 5 Keys to
Comprehensive Assessment. Edutopia. https://www.edutopia.org/comprehensive-assessment-
introductionLinks to an external site.
Lieberman, M. (2018, October 31). Q&A: Toward better assessment in online courses. Inside
Higher Ed. https://www.insidehighered.com/digital-learning/article/2018/10/31/qa-strategies-
better-assessments-online-learningLinks to an external site.
Marzano, R.J. (2006). The case for classroom assessment (Ch. 1). In Classroom assessment &
grading that works. Alexandria, VA: Association for Supervision and Curriculum
Development. http://www.ascd.org/publications/books/106006/chapters/The-Case-for-
Classroom-Assessment.aspxLinks to an external site.
McCann, A. [Andrew McCann]. (2012, Jan 13). A Brief History of Assesment [video]. Youtube.
A Brief History of Assessment.mp4Links to an external site.
Additional Information
Niven, T. (2020). Assessment and Learning Process Cycle. [Digital Image] . Generated with
Microsoft Smart Art.
Niven, T. (2020). Foundations of Philosophy. [Digital Image] . Generated with Microsoft Smart
Art.
Niven, T. (2020). Philosophy of Assessment Icon. [Digital Image] . Generated with Microsoft
Shapes.
Online Icons (2015). [Digital Image]. Pixabay.
https://cdn.pixabay.com/photo/2015/09/16/08/55/online-942408_960_720.jpgLinks to an external site.
icons at the top right corner of the subsection.