Growth in Assessment Competence

GROWTH IN ASSESSMENT COMPETENCE

ASSESSMENT STANDARDS

Classroom assessment is defined as "the collection, evaluation, and use of information to help teachers make decisions that improve student learning" (Popham, 2019, p. 6). This involves various strategies and tools used by educators to measure and understand students’ progress, helping them to adapt instruction based on learners’ needs. Classroom assessment plays a vital role in the educational process, providing essential feedback to both teachers and students. Its importance lies in its ability to inform instruction, monitor student progress, and support individualized learning. Effective assessment standards not only improve teaching quality but also facilitate equitable outcomes for students (Brookhart, 2018).

One standard of classroom assessment is the standard of foundation. When exploring this standard, the teacher must examine the purpose of the assessment, learning expectations, assessment design, student engagement, assessment preparation, and informed instruction. Understanding the purpose of an assessment allows teachers to align it with specific learning goals, whether formative or summative. When teachers clarify the purpose, they can select appropriate assessment types and methods, which enhances its effectiveness and relevance for both instruction and student learning (Popham, 2019). Furthermore, thoughtfully crafted assessments prevent bias and are inclusive of different learning styles, thereby supporting fair evaluation (Wiliam, 2018).

Classroom assessments encourage students to reflect on their progress, fostering a sense of accountability and engagement. When students understand their learning goals and receive constructive feedback, they become more motivated and invested in their own learning journey (Popham, 2019). This engagement increases intrinsic motivation and encourages deeper learning (Brown & Harris, 2020). Engaged students are more likely to view assessments as tools for growth rather than mere tests. Additionally, preparing students adequately for assessments ensures that they have the skills and confidence needed to perform well. Adequate preparation reduces test anxiety and allows students to better demonstrate their true understanding (Brookhart, 2018).

Another standard of classroom assessment is the standard of use. When looking at using classroom assessments, teachers should analyze student performance, give effective feedback, follow up with instructions, comment on grades and report accordingly. Analyzing student performance and providing feedback are core responsibilities in classroom assessment, each of which contributes to a comprehensive understanding of student learning. According to Brookhart (2018), this analysis is crucial for creating targeted interventions that meet students' unique needs, enhancing instructional effectiveness and supporting academic growth.

Grades serve as a standardized measure of achievement, while comments add qualitative context to the quantitative grade. Brookhart (2018) suggests that when combined, grades and comments offer a well-rounded picture of student learning, making it easier for students to understand their academic standing and what they need to improve. Furthermore, instructional follow-up ensures that assessments are not an endpoint but a continuous part of the learning process, enhancing student comprehension and mastery over time. This adaptive approach allows teachers to address learning gaps and reinforce students' understanding (Wiliam, 2018).

Reports often include a combination of grades, feedback, and progress indicators. Clear and comprehensive reporting helps parents understand their child’s academic development and supports collaboration between teachers and families (Brown & Harris, 2020). Following these standards helps teachers create purposeful, equitable, and engaging assessments.

CRITIQUE

The assessment I have chosen to critique is a Form Five Principles of Accounts end-of-term exam, specifically term two. Looking at the standards of foundation and use, this essay will seek to investigate the extent to which this exam conforms to these standards. I will also offer two suggestions for improvement of the assessment so that it aligns with these standards.

Let us examine the standard of foundation. I believe that this exam had a clear purpose which was known by the students. It was an end-of-term exam, used to gauge student understanding of content taught during that term as well as the term before. By having a well-defined purpose, it helped me to keep the assessment focused on supporting student growth.

Defining clear learning expectations ensures that students understand what they are expected to learn. At the start of the term, I gave students a list of topics that would be covered. Previous to that, I would have furnished students with an online copy of the CSEC syllabus for Principles of Accounts when they entered Form Four. This acted as a roadmap for students and kept me on track to do what was required. Additionally, at every class, I indicated the learning objectives to increase awareness of what is expected.

With regard to the assessment design, I believe that it was aligned to clear, specific learning objectives. By having an assessment which is directly tied to curriculum standards allowed me to evaluate whether my students have achieved the intended learning outcomes. This way, the results of the assessment genuinely reflected students' progress toward curriculum goals.

Regrettably, this assessment could have better fostered student engagement in the development of assessment criteria and rubric. One way to improve on this would be to show students a few sample rubrics from similar assessments. And then discuss what makes each rubric effective or challenging. I can get their feedback on which elements to keep or modify. By engaging students in developing rubrics, their learning goals will become more transparent, and they will gain a clearer understanding of expectations.

Regarding assessment preparation, I tried to get students ready for the exam to the best of my ability. For example, I gave tips on how to analyze the structure of the question, such as looking at the mark allocation to determine the length of response required or paying attention to the ‘command’ verbs at the start of the sentence. Additionally, I would have done a recap session, resolving any confusion beforehand.

Moving on to the standard of use which contributes to the teacher’s understanding of student learning and promotes improvement. For this assessment, I was able to analyze student performance and gauge how well students have met learning objectives. For students who required additional support in certain areas, I provided feedback which gave actionable insights on how they can improve. My comments also highlighted positive behaviours and efforts, which can help to boost student morale. Students who did well got a written response on their paper and an approving sticker to go along with it.

In my school, we are fortunate to have software which generates student reports after teachers have entered their marks on the system. This form of effective reporting allows the school to track overall student progress. When I can track student progress, it will give me valuable insights into individual and group learning trends. I can tailor my instruction, reteach challenging concepts, and adjust my methods based on student needs.

One feature of our online reporting is being able to choose from a variety of preset comments which would appear next to the student’s grade. Form teachers can make personalized remarks as well as the principal. Both persons also sign the report, adding to its validity and reliability. Upon reflection, I noticed that I did not take into consideration students’ emotional responses to their grades. One way that I can improve on this is to encourage students to see their grades as a reflection of their current progress, not their potential or worth. By addressing students' emotional responses to their grades, I am helping to create a supportive learning environment that values growth and resilience.

Following the grading of this assessment, I discussed the solutions with the class. I was able to identify common misconceptions, knowledge gaps, or areas where students excelled. Having this follow-up, hopefully, would have helped the students to realize that the assessment is not an endpoint but a continuous part of the learning process.

PERFORMANCE
VS
TRADITIONAL

According to McMillan (2018), performance assessments allow students to apply knowledge and skills in practical contexts, demonstrating their understanding through real-world tasks. A traditional assessment refers to standardized, structured testing methods that emphasize memorization and recall, focusing on correctness rather than the application of knowledge in real-world contexts (Gronlund & Brookhart, 2009). Three specific criteria that distinguishes these two types of assessments are examined below.

Firstly, performance assessments are more student-centred while traditional assessments are more teacher-centred. McCombs and Miller (2007) emphasized how performance assessments empower students by honouring their preferences and learning styles, unlike traditional assessments, which are often more teacher-directed and standardized. According to Shepard (2000), performance assessments align with a student-centred approach, allowing students to showcase their understanding in more personalized, interest-driven ways compared to the standardized, teacher-centred nature of traditional assessments.

Secondly, performance assessments take a holistic view of student capabilities, involving rubric-based evaluations that consider multiple criteria. Rather than just assessing the final answer (like traditional assessments), holistic evaluation considers the process students use to arrive at that answer. The comprehensive nature of performance assessments captures numerous dimensions of student understanding, compared to isolated testing in traditional assessments that focus on specific knowledge in a narrow scope (Darling-Hammond & Adamson, 2014).

Thirdly, performance assessments focus on students applying their knowledge and skills in real-world contexts. Traditional assessments prioritize memorization and recall of information rather than practical application. Performance assessments are designed to measure not only what students know but also how they use their knowledge in complex, authentic situations, improving critical thinking, creativity, and problem-solving skills (Wiggins, 1993). Traditional assessments typically lack real-world context, which can lead students to view learning as compartmentalized and disconnected from practical use (McTighe & Ferrara, 1994).

Performance
assessment
&
rubric
business etiquette

Business etiquette is essential for students to understand as it shapes how they present themselves, interact with others, and navigate professional environments. It goes beyond basic manners, encompassing communication skills and an understanding of formal business norms. Students should learn how to maintain professionalism in various situations, from meetings and networking events to dining occasions. I want my students to understand the importance of non-verbal communication, respectful interaction, and adapting their behaviour to suit the formality of a situation.

Mastery of business etiquette helps students build confidence, form stronger professional relationships, and make positive impressions in the workplace. A business dining meeting performance assessment task and rubric can significantly assist in achieving these learning objectives. The task itself places students in a real-world scenario where they must demonstrate their understanding of business etiquette in a formal dining setting. It requires students to show appropriate behaviour in key areas such as punctuality, greeting and introductions, table manners, conversation management, and closing the meeting.

The rubric acts as a clear guide for both the students and the teacher, outlining the specific behaviours and skills that need to be demonstrated. It provides objective criteria for me to assess how well students manage the various aspects of the business dining experience, from initiating polite conversation to handling interruptions smoothly. This assessment encourages students to reflect on their actions and receive targeted feedback on their strengths and areas for improvement, ultimately helping them develop the professionalism needed for success in any business environment.

Click here to see my performance assessment and rubric for "Business Etiquette"

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Performance
assessment

&

rubric
benefits & challenges

Administering a business dining meeting performance assessment and rubric provides an opportunity to evaluate students’ skills in navigating a professional dining setting which is a crucial component of business etiquette. Therefore, it is vital that entrepreneurship students possess the appropriate skills and knowledge to succeed in such environments. However, while this type of performance assessment offers several benefits, it also presents certain challenges. This essay will explore two significant benefits and two challenges associated with administering a business dining meeting performance assessment and rubric.

One of the primary benefits of administering a business dining meeting performance assessment is that it allows students to apply professional etiquette in a real-world context. Unlike theoretical lessons that might focus on the concepts of business etiquette, a performance assessment enables students to experience first-hand how these skills are implemented in a professional environment. Business meetings conducted over a meal require participants to demonstrate a blend of formal dining etiquette and professional behaviour. This setting helps students understand how their actions, communication style, and overall demeanour affect the impression they make on others in a professional context.

One challenge encountered was that performance assessments may introduce subjectivity in grading. This is so as evaluating complex tasks can involve judgment calls. Subjective factors affect how teachers interpret and apply criteria, potentially impacting the consistency and fairness of scoring. Teachers, like all individuals, have personal biases and preferences that may subtly influence their grading, despite efforts to be objective. Bias can come from unconscious expectations about students’ capabilities or from individual preferences regarding style, content, or even certain topics. Such biases can impact scoring, particularly in assessments that involve complex judgments (Brookhart, 2013).

One benefit from using a rubric is that it improves transparency and clarifies expectations. Rubrics make grading criteria clear and transparent for students, helping them understand what is expected for each level of performance. This transparency enhances students' ability to self-assess and guides them toward achieving higher quality work. According to Andrade (2005), rubrics provide students with detailed guidance on the components of a task, which can improve both student motivation and learning outcomes by making assessment criteria explicit.

However, creating effective rubrics that accurately capture the range of student performance can be time-consuming, especially if the task being assessed is complex. Developing detailed descriptors for each criterion and performance level requires careful consideration, which can be challenging for teachers with limited time (Andrade, 2005). By defining specific assessment criteria and developing detailed rubrics, educators can assess student performance in a structured, fair, and meaningful way, promoting both accountability and deeper student understanding.