At the start of this module, Assessment was discussed as a process that involves the use of empirical data on student learning to refine programs and improve student learning (Allen, 2004). The definition being given just gives me a clear idea on where my learning should focus on and if when one conducts an assessment should always be on the improvement of student’s learning. When I read the module 3, I always thought of the definition every now and then for this help me understand the three (3) purposes of assessments identified by Dr. Lorna Earl. In the readings and Youtube video, these 3 purposes of assessments are Assessment for Learning, Assessment as Learning, and Assessment of Learning.
When I reach the point reading the 3 purposes of assessments, I was thinking which among these three is of most importance and why. Basing on what I have read and learned from the definition of assessment, I thought of assessment as learning. In the readings, Assessment as Learning focuses mainly on students and emphasized assessment as a process of metacognition (Earl and Katz, 2006). During this process, students thought of his/her learning, the strategies that need to use to challenge or support learning and mechanisms that must be used to advance his/her learning. As what I have shared before in the second module, I thought of assessment as learning. I never thought about this but after much ponder about this concept, I have come to conclude that assessment is made for students to increase their metacognition and independence. Looking back when I was still studying in high school and college, I thought that since our teachers and professors wanted us to really learn and not just pass their subjects then I have to say that their viewing assessments as learning.
Time will come that I will become a teacher and concepts like learning outcomes, objectives and goals must be defined clearly from one another for they are all essential in properly assessing the students in the future. It is very true that in whatever is the learning outcomes that the students achieved in the process during assessments can definitely affect the program, curriculum design, content, delivery, and assessment methods/task. On the other hand, goals and objectives will serve as guide for students to check where their focus of learning should be to be able to reach the desired learning outcomes. Thus, at the end of this assessment utilized will help the students to develop strong self-monitoring skills wherein one can distinguish effectively who is of expert and of novice abilities. When teachers do have such depth knowledge on giving assessments then one can avoid the so-called misalignments of assessments with learning objectives or instructional strategies. When there is misalignment, it will be easier for students to get distracted in reaching the desired learning objectives or goals. Thus, the best way to avoid issues like this in the future is to set performance rubrics that will allow the students to assess or evaluate their own learning or strategies before examination.
Earl, L. & Katz, S. (2006). Rethinking classroom assessment with purpose in mind. Western & Northern Canadian Protocol for Collaboration on Education. [PDF documents]. Available at http://www.edu.gov.mb.ca/k12/assess/wncp/