Reflective Statement:
My Beliefs on Assessment
The main focus for Primary school assessments arguably should be focused on the child, their abilities and collecting relevant data that will benefit the child.
From my experiences at various primary schools, teachers chose to give students pre-tests at the beginning of a topic to find out what their students already know. I believe this a valuable tool to use in the classroom as it ensures that the teacher is funnelling their knowledge towards the next part of the topic, rather than repeating elements that students already know. This can relate to Black and Wiliam’s article that highlights the importance of formative assessments, testing completed throughout the subject, rather than at the end of a topic.
My understanding is that assessment should be tailored for the child. Such a task, shouldn’t be overwhelming for the student, but merely enhances a teacher’s understanding and insight as to his or her learning abilities and progress.
In conjunction, four principles of Harlen’s ten principles of assessment practice contend similarly to my beliefs. Such principles include –
· Assessment of any kind should ultimately improve learning.
· Assessment should enable students to understand the aims of their learning and how the quality of their achievement will be judged.
· Assessment methods should promote the active engagement during learning and its assessments.
· Assessment should enable and motivate students to show what they can do.
(2010, pp.30-31)
Collectively, these principles explain the core of my beliefs as a future educator and should be considered constantly in the classroom and when formulating assessments.
Another significant aspect of assessment is providing feedback for the students. Upon observations at a primary school, the students would ask the teacher if their work was sufficient and if not, they would go back and try again. This process supports the idea of improving student learning through instant and continual feedback.
Black and Wiliam also emphasises the importance of having these discussions with students. ‘The feedback on tests, seatwork, and homework should give each pupil guidance on how to improve, and…opportunity to work on their improvement’ (1998, p.144). The Montessori method further validates that offering feedback to students allows the learner to move forward at their own pace.
In summary, my overarching belief is that collaborative learning, particularly including student-focused classrooms and immediate feedback, is the most integral part of assessments for primary aged students.
From my experiences at various primary schools, teachers chose to give students pre-tests at the beginning of a topic to find out what their students already know. I believe this a valuable tool to use in the classroom as it ensures that the teacher is funnelling their knowledge towards the next part of the topic, rather than repeating elements that students already know. This can relate to Black and Wiliam’s article that highlights the importance of formative assessments, testing completed throughout the subject, rather than at the end of a topic.
My understanding is that assessment should be tailored for the child. Such a task, shouldn’t be overwhelming for the student, but merely enhances a teacher’s understanding and insight as to his or her learning abilities and progress.
In conjunction, four principles of Harlen’s ten principles of assessment practice contend similarly to my beliefs. Such principles include –
· Assessment of any kind should ultimately improve learning.
· Assessment should enable students to understand the aims of their learning and how the quality of their achievement will be judged.
· Assessment methods should promote the active engagement during learning and its assessments.
· Assessment should enable and motivate students to show what they can do.
(2010, pp.30-31)
Collectively, these principles explain the core of my beliefs as a future educator and should be considered constantly in the classroom and when formulating assessments.
Another significant aspect of assessment is providing feedback for the students. Upon observations at a primary school, the students would ask the teacher if their work was sufficient and if not, they would go back and try again. This process supports the idea of improving student learning through instant and continual feedback.
Black and Wiliam also emphasises the importance of having these discussions with students. ‘The feedback on tests, seatwork, and homework should give each pupil guidance on how to improve, and…opportunity to work on their improvement’ (1998, p.144). The Montessori method further validates that offering feedback to students allows the learner to move forward at their own pace.
In summary, my overarching belief is that collaborative learning, particularly including student-focused classrooms and immediate feedback, is the most integral part of assessments for primary aged students.