Philosophy of Assessment

Philosophy of Assessment
Objective (TPE 5): Teaching Candidates are able to demonstrate a strong knowledge base for
not only the application of different forms of assessment, but are able to articulate why different
modes of assessment are important, what their role is in the overall scheme of education as well
as individual lesson plans, and how they relate to supporting students and holding them
accountable to learning.
Developing a strong Philosophy of Assessment, as well as the skills to engage that philosophy in
meaningful ways in the classroom is a lifetime work, particularly in an era where so much is
changing in education and technology. Based on your prior experiences, your readings and
discussions and activities in class, what is your current philosophy? Use the questions below as
a way to process your own understanding and convictions. Significant mention of the different
forms of assessment (summative, formative, diagnostic, peer, self-assessment) and how they
ought to be used (including examples) is critical. You should also address the meaning of
authentic assessments and the use of rubrics. Please write a 3-4 paragraph explanation of your
Philosophy below and submit it on Canvas under “Assignments.” (See rubric for how you will
be assessed and provide further guidance to your work.)
1) What are the main forms of assessment and what is your philosophy regarding the
purpose (or the “why”) for these assessments? What forms of assessment (at this point in
your developing thought) do you find to be particularly meaningful or useful, and why
(summative, formative, diagnostic, peer, self-assessment)?
2) What is your philosophy of the role of assessments in supporting students and holding
them accountable?
3) How do you understand the connection between assessment and the objectives or
standards you are teaching? How does that effect the way you lesson plan? How do you
view the role of Performance Tasks, multiple means of assessment, and school, district,
and State tests in your teaching?
Your Philosophy of Assessment:

Philosophy of Assessment
Insufficient Poor Satisfactory Good Excellent Total
12.9 and below 13-14.9 14-15.9 16-17.9 18-20
Explanation Lack of Inadequate Adequate Informative, Elucidatingly
of the explanation of explanation of explanation thorough informative,
different
forms of
the major the major of the major explanation of thorough
assessment forms of forms of forms of the major explanation of
and how they assessment assessment assessment forms of the major
are used. with little to with some assessment forms of
no examples examples for with good assessment and
for how they how they are examples for a variety of
are implemented how they are examples for
implemented in the implemented how they are
in the classroom in the implemented in
classroom classroom the classroom
Philosophy Total lack of Inadequate, Moderately Insightful Rich, insightful
regarding the meaningful simplistic, insightful philosophy philosophy
purpose (or
the “why”)
explanation of unrealistic, or philosophy showing showing
for different philosophy of unsympathetic regarding the strong thinking original
forms of different philosophy of purpose of regarding the thinking
assessment forms of the different different purpose of regarding the
assessment forms of forms of different forms purpose of
assessment assessment of assessment different forms
of assessment
5.9 and below 6-6.9 7-7.9 8-8.9 9-10
Philosophy of Failure to Poorly Adequately Well- Extremely
the role of provide a developed developed developed well-developed
assessments
in supporting
meaningful philosophy of philosophy of philosophy of philosophy of
students and philosophy of assessments assessments assessments assessments
holding them assessments regarding regarding regarding regarding
accountable regarding student student student student support
student support and support support and and
support and accountability and/or accountability accountability
accountability accountability
.
Point Comments: Final
Chart: Score:
45-50 A
40-4.4 B
35-3.9 C
30-3.4 D
29.9 and
below: Not
yet!

Philosophy of Assessment

Uploaded by

Copyright:

Available Formats

Philosophy of Assessment

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Philosophy of Assessment

Uploaded by

Copyright:

Available Formats

Philosophy of Assessment

Your Philosophy of Assessment:

You might also like