Assessment as Habit

It’s just like waking up, taking a bath, brushing your teeth, and leaving for some place outside the comfort of your home. Assessment is a habit, recommended to be cyclical.

I remember for always wanting to call in sick for school every time that there is a scheduled National Achievement Test because shading circles the whole day is not my thing, to be honest. NAT is always on my mind since I learned about assessment because it is very remarkable to me that the results of the said test is used to measure the level of learning of the students in a particular level. Definitely a form of assessment. Although there is no bearing in the individual grade, there may be a significant adjustment from the side of the teachers depending on the result of the exam. I am not sure of this, this is just a speculation based on my observation. The subjects in the said achievement test “demands” more effort from the students especially when the test season is just around the corner. Maybe it’s just me, but I think this is something possible.

Feedback, for me, was the highlight of the module. Not to down play the other aspect of assessment, but feedback is always taken for granted if not neglected most of the time. Even as a student, when we are asked to answer evaluation forms about the performance of our teacher for a given quarter, will just check or shade any number where our pencil lands. This is unfair to the side of the teachers to especially when we do not even give them a reason or recommendation that can back up what we shaded.

This is not something I want to repeat or commit again when it comes to doing assessments. The best advice was already given to me by Westminster – Plan-Do-Check-Act.

Easier said than done. All the time.

 

 

 

Test 1

I am three weeks and three modules late for my first eJournal entry in my EDS 113 class this semester. Here I am, starting late, but hoping to finish (this course and my last semester) stronger and smarter to become (only God knows) a licensed teacher by the end of the year.

Assessment, as for me (before I was enrolled in this class) is merely just a question of “is it a yes or a no?” if not adding equivalent points of a rubric when I was still a student, checking my seatmate’s work. I interchange its process with reflection (intentionally or not, or whatever comes easier). There are times, during the course of the first module the past assessments I did during my time here in PTC, most especially when we are tasked to evaluate and assess our group’s performance in a discussion forum. What I did in the past “assessments” I made will definitely not the same mistakes that I will commit in the future, especially that I have no excuse in doing so because I am already enrolled in Teacher Malou’s class.

Module 1 thought me the importance of evidence and how to gather significant ones that will be of great help in assessing anything and everything that needs to be assessed, especially when I envision myself as a teacher who will play a very large part in a formative years of a child.

Moreover, assessment should not be limited to what we can compute and what is recorded in class records. Teachers should also look for the performances of their students outside the class room through peer facilitated activities and parent-teacher conferences. Teacher too can gain from this assessment practice as they can always improve their methods from one experience to another.