Assessment of Learning

          Learning material simply to pass a test provides a teacher with a coercive motivating incentive, but it is rare for a student to become deeply engaged with material when tests are the motivation for learning used by a teacher in a class.  Using a test as a motivator most likely will lead students to employ rote memorization and other surface learning techniques that don’t promote persistence in memory.  I employ a more varied approach to assessment in my teaching, and I have experienced that students’ understanding of the content is versatile and accurate when means of assessment other than tests are used.

            I would be very interested in teaching at a school that utilizes an integrated curriculum and a wide range of assessment strategies to promote inquiry.  I believe this approach fosters learning best because it allows students ample time to experience concepts from a variety of disciplines, thus promoting a deeper understanding.

            Paper and pencil testing is part of my overall summative assessment strategy, however, I use many other means of assessment.  For diagnostic purposes, I may use an informal strategy in which I present a discrepant event then ask students for explanations.   For formative assessments, I use informal assessment strategies as I facilitate investigations or problem-solving sessions.  Some means of formally evaluating student progress other than tests include laboratory practicals, student projects, written essays or lab reports, projects that model the scientific phenomena presented in class, or the preparation of portfolios that showcase the progress made by students after taking part in instruction.

            This eclectic approach to assessment promotes a learning climate in which all students’ talents can be recognized.  Students who do not excel at taking tests are able to demonstrate their understanding of concepts and achievement of objectives in ways more aligned with their learning styles.  It is critical that students be given every opportunity to demonstrate that they have learned.  Paper-and-pencil tests are but one of many assessments tools available to determine whether and how much my students have learned.

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© John Yogus, 2004.  All rights reserved / [email protected] / Revised 3/3/2004