Beliefs about Assessment
When you hear the word “assessment,” what is the first thing that comes to mind? A pop quiz you once failed? The final exam at the end of the semester that tests your knowledge of things you have already forgotten? A group project where you ended up doing all of the work? Tests, quizzes, and exams are common forms of assessment used in education. I believe these forms of traditional assessment create high-stress environments and encourage memorization and regurgitation, rather than facilitating meaningful learning. Assessment is a tool that should be woven throughout and incorporated into the learning process, rather than being a final evaluation of the learners’ knowledge. Through assessment, facilitators can involve learners in their learning, provide actionable feedback, and encourage genuine engagement with ideas.
Traditional forms of assessment are based on behaviorist learning theories by reinforcing effort with positive outcomes, and lack of effort with negative outcomes (Shepard, 2000). If a learner puts effort into studying for an exam, they should do well. If a learner forgoes studying, they are likely to not do well. This behaviorist assessment structure creates a high-stress environment, reinforces memorization and pattern recognition habits, and minimizes meaningful engagement with the topic (Shepard, 2000). Throughout the entirety of school, I was a very average student. I did my homework most of the time, sometimes took notes, and did well on tests despite never studying. In my case, the behaviorist structures did not scare me into studying. I was rarely engaged with material unless I had a significant interest in it. I still did well on assessments, however, because I excelled at pattern recognition. This was especially beneficial with multiple choice questions, where more often than not, I could guess which was the right answer based on how they were presented. Ultimately, the behaviorist approach to assessment helped me get by as a student, but failed me as a learner.
Instead of this behaviorist approach, I ascribe to a more humanistic approach to assessment to facilitate a low stress environment. Assessment is a crucial part of the learning process, not only the final outcome. Assessment that nurtures learning, curiosity, and creativity (Shepard, 2000), allows both the learner and facilitator to gauge the learner’s progress, knowledge, and ability to apply the knowledge. Open-ended assessment encourages critical thinking and reflection and supports deep understanding of the content and the context it exists within (Shepard, 2000). My favorite assessment is from in a storycrafting class during college. I collaborated with three other peers to write a story in a new fantasy-themed, story-writing app. We would take turns responding to a prompt with required story beats and plot devices, and ultimately wrote a fun adventure story. This was an exciting, engaging, and fun way for us to apply knowledge we learned in class. Actionable feedback is a key factor of meaningful assessment and allows learners a chance to learn from mistakes and apply new knowledge and skills to current and future situations. My vision of assessment frames learners as active participants and fosters conversation, rather than issuing judgement which encourages learner motivation, interest, and engagement with complex ideas.
Low-stress assessment aids learning, rather than hindering it. Humanist-designed assessment encourages learners to engage with the content, rather than training them to get good scores. Assessment should be woven into the learning curriculum in order to encourage transparency, flexibility, and learner autonomy. Facilitators should provide actionable feedback post assessment to guide learners toward future learning and allow chances to apply new knowledge.
Reference
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
