Reflection: Rethinking Assessment as a Future Teacher

When I first started learning about assessment, I thought it was all about grades, tests, and big exams. But these two lessons—E-assessment and Evaluate—completely changed my perspective. I realized that assessment isn’t just about scores. It’s about finding ways to help students improve, building their confidence, and making sure every student has a fair chance to succeed. These lessons made me think about what kind of teacher I want to be.

E-Assessment: Making Assessment Fair for Everyone

One thing that really stuck with me in the E-assessment lesson is that *equal doesn’t mean fair*. Mihai and Pappamihiel (2008) explained that assessments for English Language Learners (ELLs) need to consider their language abilities. I had a classmate in high school who moved to Albania from another country, and he was asked to take a math exam written in Albanian. He wasn’t bad at math—he just couldn’t understand the instructions! That test wasn’t fair for him, and he didn’t get a chance to show his real skills.

This is where tools like *e-portfolios* can make a difference. E-portfolios allow students to showcase their work over time in a way that suits their abilities. For example, if I were teaching ELLs about environmental problems, I could have them work on a group project. They could upload photos, videos, and short written reflections to their e-portfolio. It’s a great way to combine language learning with content, and students can see their progress as they go.

I also really liked the idea of using *rubrics*. Valdez Pierce (2002) says that rubrics help teachers provide clear feedback and make assessments more meaningful. As a student, I always felt more confident when my teachers gave me a rubric because I knew what they expected. As a future teacher, I would use rubrics to guide students during presentations or projects. For example, if students created a podcast about acid rain, I could give them a rubric that focused on language use, creativity, and teamwork. This way, they’d know exactly what they needed to do to succeed.

Evaluate: Feedback That Helps Students Grow

The second lesson, *Evaluate*, made me realize that feedback is one of the most powerful tools a teacher can use. Black and William (1998) say that feedback helps students improve, but it has to be clear and helpful. I remember when I used to get assignments back with lots of red marks and no explanation. It felt frustrating because I didn’t know how to fix my mistakes. I don’t want my future students to feel that way.

One idea I loved from this lesson was using *formative assessments*—small, ongoing checks during the learning process. For example, I could give my students quick quizzes or exit tickets at the end of a lesson. Tools like *QuizStar* make this easy to do online, and it’s a great way to see if students are understanding the material. If some students are struggling, I can adjust my teaching or pair them up with classmates for extra support.

Another strategy I want to use is peer feedback. When I was in school, I learned a lot by reviewing my classmates’ work because it helped me notice things I hadn’t thought of before. In my future classroom, I could ask students to exchange essays or projects and use a checklist or rubric to give feedback. This would help them learn from each other while building a sense of teamwork.

I also liked the idea of *noticing and correcting errors*. Instead of just fixing mistakes for students, I could highlight the errors and ask them to figure out the corrections themselves. For example, if an ELL student wrote, “Yesterday I go to school,” I could underline ‘go’ and ask them, “What’s the correct past tense verb here?” This way, they’re learning to recognize and fix their own mistakes, which helps them become more independent.

What I’ve Learned and What I’ll Take Forward

These two lessons showed me that assessment isn’t about making students feel judged—it’s about helping them grow. By using tools like e-portfolios, rubrics, and formative assessments, I can create a classroom where students feel supported and understood. Whether it’s through group projects, peer feedback, or constructive error correction, I want to make assessment a positive experience for my students.

Most importantly, I’ve learned that good assessment helps me improve as a teacher too. By looking at how my students are learning, I can reflect on my teaching and make changes to better meet their needs. As a future teacher, I want to create a fair and encouraging learning environment where every student has a chance to succeed.