In the article "Assessment for Learning in Upper Elemetary Grades" the author raises some intereseting points regarding assessement, particularly self-assessment, and the role it plays on the success of a student. He seems to describe how students personal use of self-assessment can either aid or defeat their intention. But I wonder if we as educators can truly change the way a student views themselves in the academic setting. Is it possible to take a child that shys away from risks because of the fear of failure and change them to see it a challenge that they must overcome.
I do believe that we can! It will take time. It will take a lot of effort. But if we can show students how to reflect back on experiences, find the faults, and change them to succeed, I feel we can get them to a point where they enjoy challenges.
However, I do see a problem. The teachers do not know how to use assessment for learning but only for grading. Stiggens writes "It remains the case today, as it has for decades, that teacher come into this profession with little or no preservice preperation in assessment, let alone assessment for learning." (Stiggens, 421). I will be the first to admit that I do not have a great capability in using assessment for learning in my classes. This needs to change first so that we may empower our students to do the same.
Stiggins, R. (2008). Assessment for learning in upper elementary grades. Phi Delta Kappan, 90 (6), 419-421.
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You hit the nail on the head. Is the solution then more professional development? Better instruction on formative assessment at the university level? Students and teachers need to see grades not as a teacher pronouncement of worth but rather an ongoing process that they are a part of.
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