Welcome to the Educator's Corner: Rethinking Assessment for Real Impact: By: T.J. D

Assessment is more than a test score—it's a conversation, a compass, and a catalyst for growth. As educators navigating the complexities of modern learning, we are called to rethink assessment beyond tradition. In this blog, I explore authentic, inclusive, and purposeful strategies that empower learners and inform instruction. 

Join me in reimagining assessment—not just as a practice, but as a philosophy that honors student voice, growth, and meaningful progress. 

TJ Daniel
CI6123

The Working Assessment Definition and the Role of Learning Objectives: By T.J. D

What Is My Definition of Assessment?
Assessment, to me, is more than a tool for grading. It is a process of gathering evidence about student learning to inform teaching and support growth. It involves intentional, ongoing reflection and feedback that helps students understand where they are, where they are going, and how to get there. Assessments can be formal or informal, formative or summative, but the key is always to use the results to guide instruction and improve outcomes.

Determining the Lesson Objective

When determining lesson objectives, I start by unpacking standards and identifying what students need to know and be able to do. I also identify the learning targets of the standard. From there, I design learning goals that are clear, measurable, and student-centered. Also considered is how I will know students have met the goal—this backward design approach ensures alignment between instruction and assessment.

Also, a little check list was created to deconstruct the learning targets of standards. The standards learning targets help determines the type of assessment to produce.  A chart was created to support the deconstruction of the standard for alignment with the assessment. See below: 

My Go To Resource: Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.

Assessment Tid-Bit: Did you know that backward design starts with the assessment before planning the lesson?

Explore More: https://www.ascd.org/books/understanding-by-design

Selecting the Best Fit Assessment

What Type of Assessment Works Best?
While all assessment types serve unique purposes, performance assessments offer the richest insights into student understanding. They allow students to demonstrate skills and apply knowledge in authentic, meaningful contexts. For example, when students create a digital presentation, conduct a science experiment, or participate in a debate, I can assess not only content mastery but also critical thinking and collaboration.

That said, I also integrate open-ended and selected-response formats where appropriate, especially for quick formative checks or content reviews. Blending assessment types ensures a more complete picture of student learning. Based on Stiggins and Chappuis's content, a "Methods for Assessing Learning" chart was created to guide the alignment between standards and the best-fit assessment. 

                                              Methods for Assessing Learning- A Guide

 Assessment Tid-Bit: Tip—Let students "show what they know" in diverse ways: role-plays, presentations, debates, or digital storytelling.

Explore More: https://www.performanceassessmentresourcebank.org/

 

 

Recognizing Effort Grades Without Compromising Equity:

Recognizing the Value of Effort

Effort matters. As educators, we know that the grit, perseverance, and determination students show, especially in the face of challenges, are essential to long-term success. Effort grades aim to acknowledge these qualities, and I deeply value the intention behind them. Recognizing student persistence helps build a growth mindset and fosters a classroom culture where trying matters as much as arriving at the correct answer.

Navigating Subjectivity and Bias

However, while effort should absolutely be noticed and nurtured, assigning it as a separate grade introduces risks that can unintentionally undermine fairness. The evaluation of effort is inherently subjective, and without clear, shared criteria, it leaves room for teacher bias—including cultural bias. What one teacher interprets as 'working hard' may reflect dominant cultural norms around behavior or communication that not all students share. For instance, a student who quietly struggles through material may be seen as less engaged than one who outwardly asks questions, when in fact both are exerting tremendous effort in their own ways.

Maintaining Objectivity in Academic Grading

Moreover, blending effort with academic performance can cloud the clarity of a student’s actual mastery. Academic grades should remain as objective as possible, grounded in standards-based measures of what students know and can do. This objectivity helps ensure evaluation equity, providing a consistent and transparent way to assess learning across diverse student populations.

Alternative Ways to Celebrate Effort

That said, effort deserves recognition. This recognition, however, should not be included in the gradebook. Instead, I advocate for recognizing effort through formative feedback, goal-setting conferences, and student reflections. These tools affirm student growth without distorting achievement data. By using rubrics for learning behaviors, journaling routines like 'What challenged me today?' or 'How did I push myself?', and giving space for students to articulate their journey, we make the invisible visible in a way that supports learning and builds resilience. Ultimately, effort should be seen, celebrated, and used as fuel for further learning. However, effort should not be confused with demonstrated mastery. In preserving the integrity of academic grading, we protect our students’ right to be evaluated fairly while still honoring the heart they bring to the work.

What is Student Self-Assessment?

 What “Is” Student Self-Assessment?

Student self-assessment is not about learners giving themselves a grade; it is about learners evaluating their work. It is a metacognitive process; students thinking about their thinking. When students engage in self-assessment, they begin to take ownership of their growth. They ask: *Am I meeting the learning goals? Where can I improve? What should I do next? Research indicates that this reflective process fosters deeper learning and enhances academic performance (Panadero et al., 2016).

Educator Tidbit: According to Andrade and Valtcheva (2009), when students self-assess accurately and regularly, they show increased motivation, self-efficacy, and achievement.

How Do We Make Self-Assessment Work?

It starts with clarity. Students need to know what "good" looks like. In my classroom, I co-create rubrics and checklists with students so they understand the expectations from the start. Then, I guide them to reflect using prompts like: *What did I do well? What can I improve?* Tools like reflection journals, self-rating scales, and student-led conferences make this visible and meaningful.

One essential element? Creating a classroom culture where students feel safe and are encouraged to be honest about their learning. That means celebrating effort, modeling reflection, and reinforcing that mistakes are a natural—and valuable—part of the learning journey (Brookhart, 2013).

Should Students Help Develop Assessments?

Absolutely! When students are involved in creating rubrics, suggesting project formats, or identifying success criteria, they become more engaged. They feel a sense of ownership and clarity. In fact, Panadero (2017) found that student participation in assessment design supports autonomy and academic growth.

Letting students in on the "why" and "how" behind assessments is not about lowering the bar. Instead, it is about raising awareness. It promotes critical thinking, responsibility, and deeper learning. If we want students to take assessment seriously, we need to let them be part of the process.

Final Thought

Assessment does not have to be something we do to students. It can be something we do with them—and eventually, something they do for themselves. That is how we cultivate actual learning ownership.

Student Growth Portfolios

What Are Student Growth Portfolios?
Student Growth Portfolios are purposeful collections of student work gathered over time to document academic progress, personal development, and learning outcomes. Unlike a single test or project, portfolios offer a longitudinal view of a student's journey. A Growth Portfolio highlights what students have learned, how they have grown, and where they need to focus next. These portfolios may include drafts, reflections, assessments, multimedia projects, or peer feedback.

Why I Use Portfolios

I love using portfolios because they allow students to engage in meaningful reflection and take ownership of their learning. When students compile evidence of their progress, they not only see how far they have come but also develop critical metacognitive skills. It is particularly powerful in student-led conferences or end-of-unit presentations, where students articulate their growth and set future goals.

 Educator Tidbit: Portfolios promote personalized learning and student agency. According to Paulson, Paulson, and Meyer (1991), portfolios support metacognition by making students active participants in assessing and directing their learning.

Benefits and Shortcomings 

Despite their benefits, portfolios come with logistical challenges. It takes time and effort to collect, organize, and assess multiple pieces of work per student. Without clear rubrics and guidance, consistency can become an issue. Technology can help, however. Digital portfolios make it easier to manage submissions, track progress, and share with families or colleagues.

Pros and Cons of Portfolios

The table below outlines the key pros and cons of using portfolios to support student learning and assessment

Pros	Cons
Provides a holistic view of student learning over time	Time-consuming to compile and review
Encourages student reflection and ownership of work	Requires clear structure and consistency to be effective
Supports differentiated learning and multiple modalities	Can be difficult to assess objectively
Can showcase both process and product (growth and mastery)	May overwhelm students or teachers without proper scaffolding
Valuable tool for parent-teacher conferences and IEPs	Needs digital tools or storage space for accessibility

Documenting Learning Through Portfolios

Tables and Graphs and Assessment

How Do Figures Support the Assessment Process?

Tables, graphs, and other visual tools are critical assets in the assessment process, especially in data-driven classrooms. They enable educators to quickly identify performance trends, monitor student progress, and make timely, informed instructional decisions. Visuals convert raw numbers into digestible information, offering clarity that supports both formative and summative assessment cycles. In my practice, I use color-coded bar charts to spotlight student growth over time, line graphs to compare individual and class-level trends, and tables to break down performance by standard or objective.

These figures are not just for teachers. These figures also empower students. By regularly sharing visuals that illustrate academic progress, students become more engaged in goal setting and self-monitoring. For example, after a midpoint check-in on a writing unit, a student seeing a positive trend in their graph is more likely to reflect on effective strategies and continue them. Conversely, when dips appear, both teacher and student can proactively intervene with supports, reteaching, or differentiated practice. Visuals also help during parent-teacher conferences, IEP meetings, or grade-level planning by providing transparent, evidence-based insights into student learning.

Ultimately, figures and visual data displays bridge the gap between data collection and meaningful instructional action. They make assessment results visible, accessible, and actionable for all stakeholders in the learning process.

                 Figure 1

                                Student Performance Trends Over Three Assessment Points  

Perspectives on Assessment

My Thoughts...
Assessment is a broad topic, with many layers to consider. It can range from standardized tests to behavioral tracking to conversations with families. One of my key takeaways is the value of using assessment to improve instruction. Data should inform how we adjust pacing, differentiate instruction, and support individual student needs.

I also believe that involving families in assessment conversations, primarily through student-led conferences, can foster stronger partnerships and build trust. Ultimately, the goal of assessment should always be to enhance learning and empower all stakeholders.

Recommended Resources

Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio?     Educational Leadership, 48(5), 60–63.

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.  

Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.

Stiggins, R. J. (2007). Assessment for Learning: An Essential Foundation for Productive Instruction. In D. Reeves (Ed.), Ahead of the curve: The power of assessment to transform teaching and learning (pp. 59–76). Solution Tree.

Authentic Assessment

Target Standard

11-12R8: Delineate and evaluate an argument in applicable texts, applying a lens (e.g., constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient.

Authentic Task

Students will choose a current editorial, op-ed, or persuasive article (digital or print) and:

1. Identify the author's central argument.
2. Apply a critical lens (e.g., constitutional principle or code of ethics).
3. Evaluate the validity of the argument and the sufficiency/relevance of its evidence.
4. Present their analysis in the form of a collaborative multimedia blog post or podcast episode hosted on an educational blogging platform like Padlet, Wakelet, or Edublogs.

Online Technology Tools

• Edublogs or Google Sites: For hosting student blog posts.
• Loom or Flip: For students to record video reflections on their evaluation process.
• Google Docs: For drafting and peer feedback.
• Padlet: For sharing articles, lenses, and responses in one collaborative space.

Formative Assessment Features

Student choice in articles and lenses increases authenticity and engagement.

• Peer feedback loop using guided prompts (e.g., "Is the lens applied logically?" or "Is the evidence analysis clear and thorough?").
• Teacher feedback using a rubric focused on clarity of argument, effectiveness of lens application, evaluation of evidence, and communication.

Authentic Assessment Rubric

 Assessment Rubric

Criteria	Level 4 (Exceeds Standard)	Level 3 (Meets Standard)	Level 2 (Approaching)	Level 1 (Below)
Clear identification of argument and supporting claims	Thesis and all supporting claims are precisely and insightfully identified; nuanced distinctions are captured.	Central argument and most supporting claims clearly identified; minor nuances may be missed.	Argument identified but supporting claims are partially or vaguely stated; some confusion present.	Argument unclear or inaccurate; supporting claims missing or incorrect.
Coherent application of a specific critical lens	Lens is expertly and consistently applied, revealing sophisticated insights into the argument's validity.	Lens is logically applied and supports a sound evaluation of the argument.	Lens application is partial or mechanical; connections to argument validity are underdeveloped.	Lens is misapplied or not evident, yielding little or no evaluative insight.
Accurate evaluation of evidence for relevance and sufficiency	Evidence is critically analyzed for both relevance and sufficiency with nuanced discussion of credibility.	Evidence relevance and sufficiency are accurately evaluated with clear justification.	Some discussion of evidence relevance or sufficiency, but analysis is incomplete or generalized.	Little or no analysis of evidence; relevance and sufficiency not addressed.
Clear, organized presentation (written, visual, or oral)	Presentation is polished, well‑organized, and engaging; multimodal elements enhance clarity and impact.	Information is logically organized and clear; minor lapses in flow or engagement.	Organization is uneven; clarity occasionally hindered by formatting or delivery issues.	Presentation lacks organization; difficult to follow and hinders comprehension.
Peer feedback integration and revision evident in final post/presentation	Peer feedback is thoughtfully incorporated, demonstrating substantial revision and reflection on critique.	Peer feedback is acknowledged and incorporated, leading to noticeable improvements.	Limited incorporation of peer feedback; revisions superficial or incomplete.	No evidence of incorporating peer feedback or revising work.

References
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.

New York State Education Department. (2017). New York State Next Generation English Language Arts Learning Standards.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.