Make or Break

I cannot count how many assessments I took, maybe close to a thousand assessments. Internal, external, formal and informal, traditional and non traditional types of assessment. I took them feeling scared, concerned, excited, relieved and even accomplished. I remembered taking NEAT and NSAT as it required when graduating from elementary and high school but have no idea of its purpose. I remembered preparing-  reviewing and memorizing for my summary and periodical tests when I was younger and the more challenging assessments I took in college. Exams, quizzes, essays, reaction papers, laboratory exercises and special projects carefully designed to make or break me. Before these assessments “make” me- I have it in my mind these are huge obstacles blocking me from achieving my dream- to graduate in college. The skills I developed in high schools are no longer enough, memorizing is no longer enough, I have to process, integrate and apply what I know to solve problems. Instead of breaking me, these assessments help build my knowledge based. Year after year the knowledge gained was applied in addressing different management case studies. 

This module made me appreciate the teachers and professors who took the time to develop different assessments that facilitated my learning. The grades were important but academic knowledge, personal character, attitudes and behavior that were developed are more vital. These are the intangibles, the cognition I would need and use as I join the corporate world, find my place under the sun and make a difference.

With clear appreciation and value to these different types of assessment, I will use these tools to also empower my learners. Learners don’t need to be in college to be empowered. As with constructivism, learners are not blank slate that need to be filled up with knowledge. Being responsible for their own learning need not be given just in college. Learners should be responsible as early as possible. Educators play a major role in facilitating through the use of assessments. Traditional assessments have its purpose, it has been widely used and proven. Aside from knowledge and abilities, assessments focus on interconnections, coherence, and understanding of skills, concepts and procedures are needed in our classrooms. These non traditional assessments such as constructivist, authentic, reflective and performance assessments need to be practiced more and more. The earlier learners are exposed, the earlier practice and appreciation is developed, the better and more benefits for our learners. 

In asking for more description, more explanation, for analyzing and more application will provide educators with vast information and insight about the students’ understanding. Assessments won’t break our learner, rather assessment will provide opportunities for enhanced and continued learning.