Assessments in the Classroom

There are so many ways to assess student learning, it’s impossible to think that traditional paper and pencil tests are the only objective way! Tests, of course, are a valuable assessment tool…don’t get me wrong! But I think it’s easy for traditional teachers, and even school districts for that matter, to fall into the trap of believing the only way to assess learners is through a test. I know it seems like our students are being tested every time I turn my head. ITBS testing, TPRI reading tests, Benchmark assessments, Universal Screening, TAKS tests, you name it. For kids who aren’t great test takers, and I put myself in that category, this isn’t always the best way to get a true picture of what students are capable of.

Informal assessments like discussion, observation and journaling can often be very insightful for keen teachers. Journals can often demonstrate unique insights on the part of the students, while observation gives teachers a prime opportunity to key into if kids are on target or not and redirect immediately. I also think maintaining portfolios can genuinely show growth over a long period of time and be credible assessments of what students are mastering.

For me, this program at GCU has been ideal for this “not a great test taker” student. As a student in my younger days, I always had very good grades, but SAT and ACT test scores didn’t reflect that at all. I always had a deep understanding of what was taught and it was clear in my assignments, projects and daily grades. But. Give me a test? I’d just panic and freeze up!!! Having a portfolio for a long term assessment has been beneficial to me.

I believe the best way to get the best picture of student achievement is through varied assessment methods. Different assessment techniques can provide different information to the educator on how well students are mastering the objective taught.