Assessing Assessments

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This week, I learned about the five different types of assessments: selected-response, constructed-response, performance assessments, portfolio, and self-assessment (McMillian, 2008). I think each of these assessments have their own strengths and weaknesses that need to be considered before utilizing them in a classroom.

Personally, I enjoyed doing portfolio assessment because it gave me self-motivation to research on my own. I enjoy how personalized it was and how it allowed me to demonstrate what I was researching. However, before I use this in a classroom I will consider that although it demonstrates what a student learned on their own, it doesn’t necessarily guide students to learn a specific topic. For example, in a math or biology class, I wouldn’t depend on portfolio to teach a student the curriculum but I will use it as a side project to let students explore specific topics they are interested in. I think performance and self-assessments have the same trait as portfolio assessment: although they promote and measure higher cognitive abilities, they shouldn’t be used to measure knowledge of facts.

I think a balance between selected-response and constructed-response questions most accurately measured my learning. Selected-responses have a certain merit to them. If questions are worded correctly, I think this could be a very helpful tool to include on tests. However, as a teacher, I will use caution when using these types of questions in a classroom because I know how easy it is for questions to be too confusing or too easy.

While selected-response questions are like a broad web of measuring students’ knowledge; constructed-response questions can fill in the gaps to ensure students actually understand (McMillian, 2008). Although constructed-response is more reliable to measure deep understanding, it still has its flaws. I remember as a student when certain short-answer questions focused on a certain topic I didn’t study, and I just had to leave it blank. As a teacher, I will help students avoid this frustration on tests by giving test outlines that clarify what they will be tested on.

Overall, I enjoyed all of these assessments and I think they are all necessary in a classroom. Just as a dinner plate consists of a main course and a variety of sides, a classroom needs a little bit of all the five assessments to get an accurate idea of how much students know and to give them an opportunity to demonstrate their skills.

Reference

McMillian, J.H. (2008). Assessment essentials for standards-based education. Thousand Oaks, CA: Corwin Press.