A Balanced Approach to Assessment in Today's Classroom

 What is assessment?

To me, assessment is more than just testing; it is an ongoing process of gathering evidence to understand where students are in their learning and how to move them forward. It includes both formal and informal measures that guide instruction and support student growth. When determining lesson objectives, I start with clear standards and learning goals, then design assessments that align directly with those outcomes. Backward design, as emphasized by Wiggins and McTighe (2005), ensures that instruction and assessment are purposeful and meaningful. As a 4th-grade resource (SPED) teacher, I often begin by breaking standards into smaller, manageable objectives for my students. I’ve had students who felt overwhelmed by grade-level expectations, but when objectives were clearly defined and aligned with assessments, they were able to build confidence and show measurable growth.

Which Type of Assessment is Best?

In my view, no single type of assessment is “best.” A balanced approach that includes open-ended, selected-response, and performance assessments provides the most accurate picture of student learning. Selected-response items are efficient for checking basic understanding, while open-ended and performance assessments allow students to demonstrate deeper thinking and real-world application. Brookhart (2013) supports the idea that varied assessment methods give educators a more complete understanding of student progress. In my resource classroom, I’ve noticed that some students who struggle with multiple-choice questions thrive during hands-on or performance-based tasks. One student who consistently scored low on traditional tests demonstrated a full understanding during a small-group project, which completely changed how I viewed his abilities.

Effort Grades: Do they matter?

Student self-assessment is a critical component of learning. It involves students reflecting on their work, identifying strengths and areas for improvement, and setting goals. This can be accomplished through checklists, rubrics, and guided reflection activities. I strongly support student participation in developing assessments, as it increases ownership and understanding. Research by Shatri and Zabeli (2018) highlights how self-assessment enhances student awareness and engagement. I’ve worked with students who put forth tremendous effort despite significant learning challenges, and recognizing that effort separately has been essential in maintaining their motivation. For example, one of my students began completing assignments more consistently once his effort was acknowledged, even though his academic scores were still developing.

Student Growth Portfolios

Student growth portfolios are collections of student work over time that demonstrate progress and achievement. They provide a more comprehensive view of learning than a single test score. Benefits include promoting reflection, showcasing growth, and encouraging student ownership. However, they can be time-consuming to manage and may require clear criteria to ensure consistency and reliability. As a resource teacher, I’ve used portfolios during IEP meetings to show growth that isn’t always reflected in test scores. Sharing writing samples from the beginning and end of the year has helped families truly see the progress their child has made, even when standardized data does not fully capture it.

Using Figures in Assessment

Figures such as tables and graphs play an important role in making assessment data clearer and more meaningful. They allow educators, students, and families to quickly identify patterns, trends, and areas of growth over time. For example, displaying student scores across different assessment periods in a table or graph can visually highlight improvement or areas needing support. This not only helps teachers make informed instructional decisions but also supports more productive conversations during conferences. As a 4th-grade resource (SPED) teacher, I’ve seen how powerful this can be when working with students who struggle to process large amounts of information. One of my students had difficulty understanding written feedback, but when I showed him a simple graph of his reading fluency growth, his face lit up because he could finally see his progress. In another instance, I used a color-coded table during a parent conference to show gradual improvement in math skills, which helped both the student and family better understand where growth was happening and where support was still needed. When used effectively, figures transform raw data into understandable information that supports student learning and progress.

Additional Perspectives on Assessment

Assessment should ultimately inform instruction and support student success. Practices like formative assessment, parent-teacher conferences, and even standardized testing all play a role in a comprehensive system. Conferences, in particular, provide an opportunity to communicate progress and involve students in their learning journey. When assessment is used effectively, it becomes a tool for growth rather than just measurement, helping educators make informed decisions and students take ownership of their learning. In my experience, some of the most meaningful growth happens when students are included in these conversations. I’ve had students participate in conferences by sharing their goals and reflecting on their progress, which not only increased their accountability but also helped them feel more confident and involved in their learning process.

References

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.

Shatri, Z. G., & Zabeli, N. (2018). Perceptions of students and teachers about the forms and student self-assessment activities in the classroom during the formative assessment.

Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.