Redefining Assessment: A Holistic Approach to Learning

 

What Is Assessment and How Do I Set Lesson Objectives?

Assessment is more than a tool for assigning grades; it is an ongoing process of gathering evidence of student learning to inform instructional decisions and promote growth (Stiggins, 2017). I view assessment as a dialogue between student and teacher that allows both to understand where the student is in the learning process and how to move forward.

When planning, I align assessment with clearly articulated lesson objectives derived from standards and real-world applications. I use backward design, starting with desired outcomes and designing assessments that reflect those goals (Wiggins & McTighe, 2005). For example, if the objective is for students to interpret quadratic functions in context, the assessment must require contextual reasoning—not just procedural fluency.

Choosing the Right Assessment Type

While all assessment types have their place, I find performance assessments most effective. They measure not just what students know but how they apply knowledge in authentic contexts. As Darling-Hammond and Adamson (2014) argue, performance-based assessments are essential for developing critical thinking and problem-solving—skills necessary in the real world.

The Role of Effort Grades

Effort grades recognize student perseverance, participation, and responsibility. While controversial, I believe they can support growth mindset development when used transparently and alongside academic achievement. Brookhart (2013) suggests effort grades must be based on observable behaviors with clear rubrics to ensure fairness and consistency.

Student Self-Assessment and Co-Designing Assessments

Student self-assessment fosters metacognition, ownership, and goal setting. It can be achieved through reflective journaling, rubrics with self-rating, or conferencing. Involving students in developing assessments, even partially, increases relevance and motivation (Andrade, 2010). I’ve seen powerful results when students co-create success criteria—it shifts the focus from compliance to comprehension.

Portfolios for Student Growth

Student growth portfolios provide a narrative of learning over time, combining artifacts, reflections, and feedback. They promote self-awareness and longitudinal tracking of skills. However, they require time, clear guidelines, and training in reflective practices (Barrett, 2007). When implemented well, portfolios become both a mirror and a map for student growth.

Using Visuals to Strengthen Assessment

Figures such as charts and graphs make data transparent. They support visual learners, identify patterns, and communicate results effectively to stakeholders.

Sample Figure: Student Performance by Assessment Type

Final Thoughts: Assessment with Purpose

Assessments should serve instruction, not the other way around. From my experience, assessments that focus solely on accountability—such as some standardized tests—can narrow the curriculum and create anxiety. However, when used diagnostically and formatively, they can reveal trends that guide meaningful instructional adjustments (Popham, 2009).

Parent-teacher conferences, too, should evolve to include student-led components. These triadic conversations empower students and create a culture of shared responsibility.

In the end, assessment must be intentional, inclusive, and empowering. It should reflect not only what students know, but who they are becoming.

---

References

Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. Handbook of formative assessment, 90–105.

Barrett, H. C. (2007). Researching electronic portfolios and learner engagement: The REFLECT Initiative. Journal of Adolescent & Adult Literacy, 50(6), 436–449.

Brookhart, S. M. (2013). Grading and learning: Practices that support student achievement. ASCD.

Darling-Hammond, L., & Adamson, F. (Eds.). (2014). Beyond the bubble test: How performance assessments support 21st century learning. John Wiley & Sons.

Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental?. Theory Into Practice, 48(1), 4–11.

Stiggins, R. J. (2017). The perfect assessment system. ASCD.

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.