Assessment FOR and OF Learning

Reading the article Assessment Crisis: The Absence of Assessment FOR Learning gave me a better perspective about assessment for learning, assessment of learning, and instilled a little more hope that there is a more powerful vision of teacher/student accountability. Stiggins states, “…harm arises directly from our failure to balance our use of standardized tests and classroom assessments in the service of school improvement.” This article demonstrated the importance of balance and how it benefits the application and measurement of assessment. Having these attainable ideas and expectations allows schools to evolve past our former beliefs about high-stakes testing, our flaws about accountability, and the benefits of multiple forms of assessment.
The pressure that school districts, states, communities, and even teachers place on themselves with the expectation of accountability for student achievement, as reflected in test scores has been something that was very overwhelming to me. After looking at how Stiggins plans to create a more powerful vision I now feel that I have been more prepared for this future than I thought. For example, Stiggins makes a point that “understanding in advance of teaching the achievement targets that their students are to hit” is a way to better involve students in the assessment for learning. I feel that I am preparing myself for this by planning with the “end in mind.”
Furthermore, I was interested in the emphasis that was placed on prioritizing the accurate depiction of student achievement both of and for learning. I feel that there is a place for both formative and summative assessment. The passage about balancing assessment encouraged my beliefs and I now see a greater importance on the moment-to-moment assessments in complimenting the assessments of learning.
Overall, I feel that this article highlighted some very important elements that can improve a flawed assessment system. I feel that some of these goals are very attainable and the obstacle is having the ability to create these changes. I feel a little more hopeful about my part in assessment. Having access to these perspectives has shown me where I can improve and the issues that I need to be aware of.