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Minutes with Charlie Vol 2 No 5
By Charlie | September 21, 2008
Classroom assessment offers teachers a tool which if used correctly makes the student a great benefactor and if used incorrectly makes the student a victim. In the last Minutes we looked at four ways we use classroom assessment and make students the benefactor of assessment. In this Minutes we examine how, regrettably, we often use classroom assessments and the student becomes the victim.
Most of the misuse and abuse of classroom assessment that makes the student the victim fall under the category of using it as an instrument of threat. The threat to the student, while destructive in and of itself, unfortunately, often is carried out using the tool of classroom assessment. The threats seem to focus on attempting to alter student behavior, improve student performance, punish poor performance, and complete a personal vendetta.
Quality student involved classroom assessment does improve student behavior through active engagement in learning. But a threat such as “If you misbehave the test Friday will be really hard”, or “If you misbehave for the sub you will have more work than you ever imagined.” are both ineffective for managing behavior and a fundamental misuse of classroom assessment.
Student involved classroom assessment for learning holds an unequaled potential to improve student performance. But when classroom assessment is used in a threat such as “If you do poorly on this test, the retake will really be hard” or “This test will show us if you are really trying” or “I made this test really hard so you guys better be ready”. These statements rarely motivate student to improve or even to try harder. They represent the common mistaken belief that the threat of failure somehow promotes success in students.
Quality implementation of classroom assessment practices has the greatest impact on lower achieving students thus providing a real answer for poor performance. However, a poor use of classroom assessment results in students perceiving assessments of any type as a punishment for their learning struggles. Rather than serving as motivation to success they serve as a punishment for failure.
A quality balanced system of classroom assessment is a system based upon student performance as measured against established standards. When teachers veer from that model and use assessments based upon personal feelings regarding students, all too often the student becomes the victim of a vicious tool over which they have no defense. This is usually not deliberate, but in the absence of standards based assessments, the strong force of teacher emotions often plays a strong hand.
Used correctly, quality classroom assessment for learning will assist a teacher in improving behavior in the classroom, improving student achievement, minimizing poor performance, and measuring student progress against an established standard. In this way, the students become the overwhelming benefactors of the assessment system.
Conversely, when used poorly, a student stands in danger of becoming a victim of abuse by assessment. Learning decreases if not ceases when threats permeate the learning environment. Growing in assessment literacy and competency provides a learning environment where students are free to take risks in learning and excel in achievement.
Personal Reflection: Am I using assessment in my classroom in such a way that the student is a benefactor or a victim? Do my students view classroom assessment as an ally or an enemy in the learning process?
Topics: Assessment FOR Learning, Student Involvement |