The importance of the preposition: Assessment of, for, and as Learning

Welcome to my first attempt at blogging. I am technologically challenged at the best of times, so we will see how this turns out; here we go! For the sake of formalities and the delicate nature of tradition, I will quickly introduce myself. My name is Jessica Morris, I am a fourth year Concurrent Education student with a passion for history and academic discussion. I am a varsity athlete on the Women's curling team, and have also recently applied to be a volunteer at the humane society in St. Catharines. In my spare time (still considering as to whether this actually exists as a university student) I enjoy writing poetry, watching compelling documentaries on YouTube, and making lists/schedules. While these descriptors certainly don't encompass my whole livelihood, they were the first things that came to mind and hopefully give you a glimpse of what I'm all about.

In taking the metaphorical leap encouraged by Professor Drake, I wish to discuss the notion of assessment in the classroom that was vividly outlined in Chapter One of Interweaving Curriculum and Classroom Assessment.

In the early hours of Thursday morning, I found myself armed with a cup of coffee in one hand, a highlighter in the other, and an open mind. While I found much of the chapter to resemble previous notions of critical pedagogy and instruction discussed in previous education classes, the discussion of assessment caused me to pause and actually reflect. I had previously heard about the introduction of the J curve versus the bell curve, but didn't really know the details, or cared to really consider the consequences of assessment. Often, when discussing the importance of teaching, there is an implicit understanding between people that the topic is on instruction: which methods are the best in engaging kids? how can we promote social justice? in which ways can we develop classroom management? 

But I can't say I've ever really had a meaningful discussion on assessment and its powerful capabilities as a tool for learning. It's quite ironic as from what I have experienced those most avid to talk about assessment have been people outside of the academic realm of education, exemplifying the social anxiety of how our education system fares against other nations. A lot of people rely on standardized testing comparisons to evaluate how we measure on a global scale, but many do not understand the implications of standardization in limiting the identity of the student and valuing certain ways of learning over others. People take generalized statements like "Our math scores are falling behind you know," without taking the time to get a greater socio-cultural understanding of the situation (as if looking at a graph will accurately explain the dynamic nature of education and the values and ways in which we determine its existence.

A table from http://education.alberta.ca depicting how Canada fared in science testing compared to other countries in 2006. People use these images as proofs or statements, instead of seeing them as opportunities for further understanding.

I think that the concept of Assessment as Learning and Assessment for Learning are really interesting and compelling concepts. In allowing students an opportunity into their own assessment, the autonomous power of grades is dispelled and the students can actually comprehend their own learning. In my own experience as a student there are many times where the grade has become more important than the course in itself. Reflections on courses with teachers that did not emphasize the importance of learning often becomes a description of what grade was achieved. In turn, any courses that I've taken with a great instructor I've been more likely to describe what I actually learned, and how the course was instructed.

The following is a Tedx presentation by Craig Messerman, who is a 9th and 10th grade physical science and biology teacher at Sentinel High School in Missoula, Montana. Messerman discusses his pedagogical approach to creating a grading process that will provide success for both teacher and student. His presentation clarified for me the potential successes of using assessment AS and FOR learning. 

https://www.youtube.com/watch?v=bn_sCLoQNVs

These methods of assessment not only empower the student, but also benefit the status of the teacher. In times where national emphasis on test scores peaks, you often also see criticism of teachers and initiatives to promote educational structures where teachers are paid according to the testing success of the classroom. While these systems may benefit certain systematic flaws, I believe it also fundamentally changes the directions of the teacher to be instructing to the test, instead of for the sake of learning and knowledge.

Furthermore, while it may seem radical, I think that the push for student empowerment in assessment can go even further into teacher assessment. I believe that the classroom environment would benefit as a whole if students had the ability to provide these tactics for their own teachers. In my opinion, who would be the better representative to evaluate the work of a teacher: an administrative superior or those who are consistently engaged and directly affected by the work of the instructor? My conclusions are largely influenced by the university practice of students evaluating a professor at the end of the course. While I think that this is effective for the professor and those who have to facilitate a performance review, my question is always: How does this benefit me? The class is over, I may never have this professor for another course again and my own opinions based on my learning may not be applicable for the instructor's future students...

Therefore, I believe that the system would benefit from having evaluations during the year, so in that the appropriate changes can be made while they are still relevant, serving the class as a whole. And then my question becomes; why stop at university? Why can't we do this at lower levels? While students may not have a vast knowledge of the curricular expectations and the pedagogical theories, they do know how these strategies are affecting them. If we are to say that student choice and autonomy is important, we cannot limit that position to protect the already dynamic nature of the profession.