We can make a difference – one assessment, one student, one day at a time.
Having spent three decades in the trenches of Catholic education, both as a teacher and an administrator, I have witnessed educational paradigms and approaches shift multiple times. My journey began in the days when assessments were straightforward – a test, a grade, a report card. Today, the landscape is a fairly overwhelming labyrinth of standards, rubrics, formative and summative assessments, and ever-evolving digital approaches. Throw in some overly cute and complex jargon (one of my least favorite things about education) and you have a cloudy picture, indeed.
Yet the fundamental purpose of assessments remains unchanged: to gauge student learning and to inform our teaching. The question should be pretty damn simple: are our assessments truly effective?
In my early years, assessments were often dreaded both by students and teachers. They were seen as necessary evils, a means to an end. I remember handing back graded tests, knowing that for some students, these marks represented not just academic performance but self-worth. This weight of assessment was, and remains, one of my own, personal horrors of education (check out my Halloween Week post).
As with any horror, there is hope.
Over the years, I have seen movement towards more nuanced and humane approaches to assessment. This evolution is not merely a trend but a profound shift in understanding. Educational professionals have come to realize that assessments are not just about measuring knowledge but about fostering growth. The rise of formative assessments – those that inform instruction and provide feedback during the learning process – has been so very important. These assessments are less about judgment and more about guidance, less about ranking and more about growth.
In Catholic education, our mission adds another layer to the assessment conundrum. Our schools are not just academic institutions. They are communities of faith and character development. This mission must permeate every aspect of our pedagogy, including assessments. We are called to educate the whole person – mind, body, and spirit.
This holistic approach means that our assessments must go beyond traditional academic metrics. We must consider how we assess character, faith, and service. These elements are harder to quantify but are essential to our mission. I have seen schools implement reflective journals, service portfolios, and peer assessments to capture these dimensions. While these methods may lack the neatness of a numerical grade, they provide a richer, more comprehensive picture of our students’ development.
The challenges of modern assessments are vast. Standardized tests still loom large (they are making a comeback in college admissions, kids), driven by external pressures and policies. These tests often fail to capture the full spectrum of student abilities and they are certainly not equitable. Technology, while offering innovative assessment tools, also presents challenges in terms of access and equity. And then there is the ever-present issue of teacher workload: crafting, administering, and grading assessments is no small feat.
There is light. Technology, used thoughtfully, can provide adaptive assessments that meet students where they are. Collaborative assessments can foster a sense of community and shared purpose. And, importantly, ongoing professional development can empower teachers to design assessments that are both rigorous and compassionate.
Hope that keeps us going. It is the hope that our assessments, when aligned with our mission and thoughtfully designed, can help our students not just learn but flourish. It is the hope that we, as educators, can continue to grow and adapt, finding new ways to meet the needs of our students. And it is the hope that, despite the challenges, we can make a difference – one assessment, one student, one day at a time.