I Believe . . .
Assessment should be diverse.
Assessment should include triangulation of evidence through observations, conversations, and student products. Students should have multiple opportunities to show what they know to accurately reflect their learning. The learning process is unique to each student and their assessment should complement this truth.
Assessment should be continuous.
Assessment should reflect the process of student learning which is infinite and on-going. Thus, I practice assessment for, as, and of learning. Students should be assessed on prior knowledge before learning, current knowledge during the learning process and finally, accumulated knowledge of the learning outcome. By providing frequent assessments, I allow students to make mistakes and learn from those mistakes.
Assessment should be authentic and relevant.
Authentic and relevant assessment requires application of learning that is individualized and personal. In my experience, students benefit from engaging with assessment that allows them to make real-life connections.
Assessment is collaborative.
Students need to be involved and included in assessment. Assessment that allows student autonomy and choice fosters student interest and motivation. This includes student reflection, self-assessment, peer-assessment, and co-construction of assessment criteria. Further, students often find success when learning from and with one another and assessment practices should offer opportunities that reflect this (ie. partner and group work).
Assessment requires reflection.
As the teacher and facilitator of assessment, I am biased by my own learning experiences and preferences. My assessment practices require constant reflection and I encourage feedback and constructive criticism from my students and their guardians, admin staff, and my colleagues in the teaching profession.
Kylie Matiowsky 