An article I found concerning classroom assessment had a list of several different assumptions made when facing the issue of assessment. These assumptions were:
Assumption ONE
The quality of student learning is directly, although not exclusively, related to the quality of teaching. Therefore, one of the most promising ways to improve learning is to improve teaching.
Assumption TWO
To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives.
- Where are you going? Where do you want students to go? Articulate specific skills and competencies.
Assumption THREE
To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning.
- Is the role of assessment to give a final grade or to help students progress to the goal? Or BOTH?
Assumption FOUR
The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching.
- The results of institutional assessments may apply to the structure of the curriculum or to the organization of programs and departments, but not to teaching and learning.
Assumption FIVE
Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and classroom assessment can provide such challenge.
- Assessment activities can assist faculty that are interested in becoming more knowledgeable, involved and successful as college teachers.
Assumption SIX
Classroom assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines.
Assumption SEVEN
By collaborating with colleagues and actively involving students in classroom assessment efforts, faculty (and students) enhance learning and personal satisfaction.
Classroom assessment is a very social activity. Students appreciate of faculty interest to improve teaching and learning.
The first two assumptions I agree with completely. I fully believe that, “The quality of student learning is directly, although not exclusively, related to the quality of teaching.” If a particular student is struggling with a certain concept then the teacher needs to find a different way of reaching that student. We all have different ways of learning and as a teacher you need to find one that works for each student, whether it be a different style of learning (such as hands on or visual learning). Or if the student has a disability it is the teachers job to find away to work with that disability. Concerining the second assumption, it is very important for the students to know what they are striving for in the end. Also, to give them feedback as soon as possible is a huge benefit to them.
The third assumption bothers me a little. In the bullet following the assumption it says, “Is the role of assessment to give a final grade or to help students progress to the goal? Or BOTH?” I Struggle with this because I know that in the end all students need to have a final grade, but the idea that the role of assessment is to give them a final grade is troublesome. If the student gets an A, they are assumed to understand the material. If the student gets a D, then they are assumed to not understand the material. This is not always true. Hence the saying, “when you assume you make an ass of u and me.”
The assumptions listed in numbers four through seven, in my opinion, are strictly opinions. I have not made up my mind exactly how I feel about them.
