On this blog, I wish to share a personal anecdote, which I quote from my post in the discussion forum on Implications of assessment on learning.
“I once had a high school freshman student, a 14-year-old boy who had a history of poor academic performance in grade school including being a repeater, a bully, and appeared to have been simply given passing grades by his elementary teachers so this student will not be in their class in the next year anymore. And so, he was enrolled in a small private school where I used to teach. During a faculty meeting, we discussed this particular child and there I was influenced by my co-teachers to take the ‘nurturing’ approach rather than being the ‘disciplinarian/stick to the rules’ approach to this student.
After an initial assessment (diagnosis), I figured out that this child indeed ‘stood out’ among the rest of the class, that he needed not only a different approach in teaching/learning but also a different set or types of assessment. This child was truly a challenge to all faculty members, for at first he could not even write his own name properly, his level of spoken English is probably at pre-school level, and his reading skills were even worse. While delivering my lesson he would disrupt the class by doing something to his seatmate. He ran around the classroom and did whatever he wanted. It was this part of teaching that I was not really ready for. So what I did was prepare a separate lesson/learning materials for him which he would work on while I deliver the lesson to the rest of the class. I asked him to sit on a separate desk while working on his ‘seat work’. I believe that what I did was also complemented in his other classes as we, his teachers compared notes as to his performance in school. It did wonders, especially as I observed that his unruly behaviour in class were minimized, he gained self-confidence, and perhaps even self-respect as his social-emotional activities became more acceptable to his classmates, teachers and even in his family.
Well, my realization is that had I stuck with my initial assessment that this child is a ‘slow-learner’; that he is so way below the high school level in language and communication skills that he could not ever come close to his peers during that one school year; and that probably I, too, would have simply given that child a failing grade. Yet, thankfully I had good natured colleagues in that high school department where they may not be considered the intellectual types but as a novice teacher, their presence and well-meaning advice on teaching/classroom management and dealing with kids like this child had helped me examine my own teaching style and my conscience. I may have been his teacher for only a year, but I am happy and proud to have been part of the teaching staff that helped this boy achieve his and his parents’ dream of finishing high school and eventually earning a college degree.
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By being aware of these covert effects of assessments, today’s teachers must conduct continuous and regular planned assessment. Through this, teachers can purposely plan, design and alter their teaching/learning goals for each child (individual learners) and/or groups of children/learners.”
Having shared my favourite personal teaching anecdote, I can only say that doability and personal commitment are indeed partners in this teaching/learning vis-a-vis assessment endeavour.
A teacher has to be personally committed to the teaching and learning of every child that comes to the classroom. It has to be a commitment to do his best, all his might to reach out to every learner.
As I have learned from experience and from this online course, I will have to initiate an assessment plan for every class, wherein each learner has learning goals, visit the goals periodically and adjust the goals according to the needs of the learners. For it is through assessment that I will learn how to teach.
References:
Bautista, Feny de los Angeles. (1999). Active Assessment in the Philippines. UNICEF. Retrieved from http://www.unicef.org/teachers/forum/0199.htm.
Dunn, Et. al. (2004) The Student Assessment Handbook: New Directions in TRaditional and Online Assessment. NY: Routledge Falmer.