Assessment Philosophy Statement

Running Head: ASSESSMENT PHILOSOPHY STATEMENT 1
Assessment Philosophy Statement
EDUC 5913E Measurement and Evaluation
William Buggie
Allison Curran
March 1st, 2018

ASSESSMENT PHILOSOPHY STATEMENT 2
Introduction
As a teacher, one of my many jobs is to assess students’ work effectively.
Assessing students can come in many different forms, as I have learned in my
Measurement and Evaluation class this semester. The types of assessment that I want to
focus on, and that I will conduct in my own classroom are formative and summative. As
an Elementary teacher, my focus in my classroom will be formative assessment;
therefore, in this philosophy statement I touch on how I would like to incorporate
conferencing into my classroom. In this personal philosophy statement I also touch on
my stance on allowing redo’s and giving zeros.
Formative Assessment
After looking through the research on formative assessment, as well as
experiencing it in practicum, I believe that it is the most important of the assessments and
the one that I vow to conduct most in a classroom of my own. Formative assessment is
assessment that takes place in many forms (exit slips, discussions) and that can take place
anytime during lesson. This type of assessment allows for teachers to get an idea as to
where the students are standing and which direction the instruction will be going to next,
which is the main reason behind why I would like incorporate into my classroom.
“Although formative assessment can be designed in many different ways to
accommodate different aims, the main function is to generate feedback on students’
performance in order to improve learning” (Weurlander, Soderberg, Scheja, Hult, &
Wernerson, 2012, p 748). Therefore I will make sure to incorporate positive and
constructive feedback as much as I can so that students are “able to act on the feedback
they receive in order to improve their learning” (Weurlander, Soderberg, Scheja, Hult, &
Wernerson, 2012, p. 748).
Conferencing
Conferencing with students is a form of assessment that I will definitely be
bringing into a classroom of my own in the future. I believe conferencing is one of the
best assessments that can be used because it allows you the opportunity to get to know
the students, their interest, their strengths and weaknesses, as well as where they are
academically (Spencer, 2017). Conferences allow you as a teacher to obtain knowledge
on the students, such as: what they would like from you as a teacher and their assessment
preferences/strengths. By knowing the students’ assessment preferences/strengths you
can work with them to make sure that they excel, which is really what I believe teaching
is all about. Just a five-minute conference with students can “guide students in self
reflection [and] help provide needed advice” (Spencer, 2017). I will use this individual
time with students to: get to know them better (appropriate personal conversations), give
them feedback on their work (how they can improve), as well as use it as a time to assess
(discuss what they know) (Spencer, 2017). These conferences will also be beneficial in
the sense that you can make obtainable and individual goals with the students. Then, later
on in the week, for example, you will have your next conference and you are able to see
whether or not those goals have been met.
Summative Assessment
The other form of assessment I will be using in my classroom is that of
summative assessment. Summative assessment usually takes place at the end of a lesson
and/or unit and allows teachers to see students’ understanding and growth, as well as
provide them with an overall grade. Summative can take place in many different forms,
including tests, presentations, demonstrations, or pieces of writing. As an educator, I
understand that some students need choices in activities in able to present their best work.
It is evident that “more and more teachers are introducing an element of choice into the
form that products may take” (Davies, 2011, p. 49) therefore I will incorporate choices
when it comes time to have to do summative assessment, to the best of my ability.
Redo’s and Giving Zeros
I believe in having the option for the students to complete a redo of an assignment
and/or test. I understand that students have rough days and may have other things going
on at home or in life, and therefore assignments and tests sometimes get put on the back
burner. All students should have the opportunity to re-present their learning, if needed.
The goal of teaching is that “all student learn the content, not just the ones who can learn
on the uniform time line” (Wormeli, 2011, p. 22). Therefore, I understand that it takes
some students longer to understand specific concepts and some need more practice. I
believe it is unfair to have all students complete a test/assignment at a certain time,
without giving them the opportunity to complete a redo and giving them a zero if not
completed on time. As teachers, we do not want students to disengage from school, what
it has to offer, and adults who care for them and their future (Wormeli, 2011, p. 22),
therefore, it is important to give students tools to succeed. Not allowing students to
complete redo assignments/tests and giving zeros when work is not completed does not
teach “students a lesson about life” but instead, disengages them from education in itself,
and that is definitely something you do not want as a teacher.

Conclusion
Formative, conferencing, and summative assessments are all forms of assessments
that I vow to use in a classroom of my own, one day. As I become more knowledge about
measurement and evaluation, I know I will find different forms of assessment that would
be beneficial for my students. But for now, I want my students to be successful and I
believe that my philosophy of assessment is one that will allow students to succeed.
References
Davies, Anne. (2011) Making Classroom Assessment Work (Third Edition) Courtenay,
BC: Connections Publishing.
Herbst, Sandra and Davies, Anne. (2016) Grading, Reporting, and Professional
Judgement in the Elementary Classroom Courtenay, BC: Connections
Publishing.
Spencer, J. The Power of Student Conferencing. (2017, December 14). Retrieved March
01, 2018, from http://www.spencerauthor.com/the-power-of-student-
conferencing/
Weurlander, M., Soderberg, M., Scheja, M., Hult, H., & Wernerson, A. (January 01,
2012). Exploring Formative Assessment as a Tool for Learning: Students'
Experiences of Different Methods of Formative Assessment. Assessment &
Evaluation in Higher Education, 37, 6, 747-760.
Wormeli, R. (November 01, 2011). Redos and Retakes Done Right. Educational
Leadership, 69, 3, 22-26.

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Running Head: ASSESSMENT PHILOSOPHY STATEMENT 1

Assessment Philosophy Statement

EDUC 5913E Measurement and Evaluation

March 1st, 2018

As a teacher, one of my many jobs is to assess students’ work effectively.

Assessing students can come in many different forms, as I have learned in my

an Elementary teacher, my focus in my classroom will be formative assessment;

therefore, in this philosophy statement I touch on how I would like to incorporate

conferencing into my classroom. In this personal philosophy statement I also touch on

my stance on allowing redo’s and giving zeros.

After looking through the research on formative assessment, as well as

“Although formative assessment can be designed in many different ways to

accommodate different aims, the main function is to generate feedback on students’

performance in order to improve learning” (Weurlander, Soderberg, Scheja, Hult, &

Wernerson, 2012, p. 748).

Conferencing with students is a form of assessment that I will definitely be

academically (Spencer, 2017). Conferences allow you as a teacher to obtain knowledge

preferences/strengths. By knowing the students’ assessment preferences/strengths you

whether or not those goals have been met.

The other form of assessment I will be using in my classroom is that of

including tests, presentations, demonstrations, or pieces of writing. As an educator, I

when it comes time to have to do summative assessment, to the best of my ability.

Redo’s and Giving Zeros

believe it is unfair to have all students complete a test/assignment at a certain time,

therefore, it is important to give students tools to succeed. Not allowing students to

and that is definitely something you do not want as a teacher.

Formative, conferencing, and summative assessments are all forms of assessments

BC: Connections Publishing.

Judgement in the Elementary Classroom Courtenay, BC: Connections

01, 2018, from http://www.spencerauthor.com/the-power-of-student-

2012). Exploring Formative Assessment as a Tool for Learning: Students'

Experiences of Different Methods of Formative Assessment. Assessment &

Evaluation in Higher Education, 37, 6, 747-760.

Leadership, 69, 3, 22-26.

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