RUNNING HEAD: PRQ 4 Assessment Bekah Bryant

PRQ 4
Assorted Assessments
Vanguard University
Bekah Bryant

RUNNING HEAD: PRQ 4 Assessment Bekah Bryant

Assessment in the classroom has come a long way. Modern assessment

requires a shift in thinking in todays classroom. Teachers are learning to
design more realistic assessments in order to amplify traditional assessment
results. There are many ways that I can enlarge and enhance student
learning through assorted assessment measures. Assessment creates
instruction that is personalized and not only ensures that curriculum is
taught but ensures what is taught is learned. Yes, teachers must be able to
assess for student performance through tests and quizzes but frequent
formal assessment in the classroom is needed to see how well students
understand what is being taught. (Emberger, 2006)
This requires assessment to be purposeful. Teachers must ask if they
are administering an assessment that is for performance, understanding,
feedback, or even to motivate students. Knowing the purpose for assessment
will determine what the assessment looks like and how it is administered.
(Burden & Byrd, 2013) Assessment that is purposeful calls for a wide arrange
of types of assessment in order to truly understand student knowledge,
understanding, and achievement. In Assessment through the Students Eyes,
Rick Stiggins discusses how we can enhance student learning through
assorted assessment measures. He points out that assessment for learning
creates a classroom environment that is apart of a process that enhances
(instead of merely monitoring) student learning. (Stiggins, 2007) He
explains that targets are introduced to students and frequent assessment of

RUNNING HEAD: PRQ 4 Assessment Bekah Bryant

strides towards these targets provide continual feedback to students in

amounts that are not too overwhelming, but rather motivating.
Stiggins also discusses that teachers and students are partners in the
assessment for learning process. Results from assessment provide both
parties with information on how to improve performance and instruction. It is
crucial for teachers to review assessment results and differentiate instruction
accordingly. This makes education personalized and purposeful. Assessment
makes this possible, especially when assessment is for learning and not only
for grading purposes. Piaget discusses the development of knowledge and
how crucial it is for this cognitive development in children to be evident. That
learning is different from development of knowledge. Which is why it is
crucial to have multiple forms of assessment that not only test for
knowledge, but understanding as well. Piaget states that Development is a
process which concerns the totality of the structures of knowledge. Learning
presents the opposite case. In general, learning is provoked by situations
(Piaget, 2003) Knowledge and learning are two different entities with both
being important to test in order to have a better understanding of the
cognitive development of our students in relation to the standards we expect
them to be achieving.
In addition to personalizing assessment, using assorted assessments
creates a classroom environment that is inclusive of the learner. When we do
this, we help students to be less dependent on the teacher and more willing
to self assess. Giving students choices in testing conditions, content to be

RUNNING HEAD: PRQ 4 Assessment Bekah Bryant

assessed, and the form of assessment students are active participators in

assessment. (Guillaume, 2008) This enhances student learning by engaging
them in the assessment process. Through having multiple forms as well as
alternative assessments that engage the learner and motivates them to
reach their goals, teachers can create a classroom environment that enlarges
and enhances student learning.

Works Cited
Emberger, M. (2006). Helping Teachers Think Like Assessors. Assessing the Assessment.
Burden, P. R., & Byrd, D. M. (1994). Methods for effective teaching. Boston: Allyn and
Bacon.
Stiggins, R. (2007). Assessment Through the Students Eyes. Educational Leadership.
Guillaume, A. (2008). Assessment Needs to be Inclusive of the Learner. K-12 Classroom
Teaching.
Piaget, J. (2003). Development and Learning. Cognitive Development in Children, 40.