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Article Analysis
Assessment for Learning is using formative assessments throughout the learning process
with the intent of improving student learning and motivation. The term “assessment” is often
viewed negatively by many students because accuracy has always been the focus. Research has
shown that when teachers foster a learning environment and culture where making mistakes is
considered a necessary part of learning, students develop a growth mindset and are not afraid of
taking risks (McMillan & Moore, 2020). Students need to realize that making mistakes is part of
the learning process. Students that have a growth mindset welcome mistakes as an opportunity to
further their understanding. Teachers must provide students with learning experiences that
require students to participate in challenging tasks that they may not be successful with. Making
mistakes allows students the opportunity to self-reflect, identify learning goals, and monitor their
progress towards achieving the goals (McMillan & Moore, 2020).
A classroom environment where the teacher is supportive, responsive, and motivating
will result in students who are not afraid of making mistakes. Teachers can create a classroom
climate which welcomes being wrong by providing wait time after asking a question, by
providing a prompt to help students correct a mistake, by encouraging and rewarding risk taking
that leads to mistakes, by preventing negative peer reactions to students’ mistakes, and by being
a role model (McMillan & Moore, 2020).
Assessment for learning needs to focus more on the use of formative assessments instead
of summative assessments. Formative assessments are designed to help students learn and to
provide teachers with the knowledge they need to further guide their teaching. Summative
assessments should not be administered and then forgotten. Teachers need to provide the students
with timely feedback so that they can learn from their mistakes. The use of authentic assessments
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is a widely used practice nowadays. These assessments are connected to learning and are
relevant to real-world contexts that students find engaging and valuable. An assessment should
never be a surprise. Students should be aware of what will be assessed and when the assessment
will take place (McMillan & Moore, 2020).
Topical Analysis
In order to create a classroom environment where students aren't afraid to make mistakes,
teachers must first develop a growth mindset where making mistakes is a part of the learning
process. Teachers need to provide students with instruction and administer assessments in the
right kind of environment (MCMillan & Moore, 2020).
Educators play a huge role in the entire assessment process from creation to
interpretation. The long term goal of education is to enable students to take what they have
learned and use it in the real world to solve issues and problems ( Wiggins & McTighe, 2020).
Teachers need to be able to use sound judgment in the creation of assessments to ensure that
what they are assessing is reliable and valid, and need to communicate to students what criteria
will be used for scoring. Assessments that are designed in a way that will engage students are
much more effective in terms of supporting student learning.
Personal Reflection
After reading the article, “Better Being Wrong (Sometimes): Classroom Assessment that
Enhances Student Learning and Motivation,” I realize the importance and value of making
mistakes. In the past, I was always taught the importance of being correct. If I answered a
question wrong, the teacher would immediately move onto another student. Starting in the
2023-2024 school year, I will create a classroom climate where students understand that it is
acceptable to make mistakes. This year I noticed students who were afraid to participate. Was
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that because they were afraid of giving the wrong answer? I need to give my students more time
to think about their answers to questions, respond in writing, and discuss with peers as this will
help to alleviate student anxiety and hopefully increase participation (McMillan & Moore, 2020).
Assessing students for learning is a continuous process. To be effective teachers need to
utilize both formative and summative assessments to evaluate students. As I reflect on this
article, it is clear that I have some work to do in the area of assessments. I do not want my
students to view an assessment as simply a fill in the bubble type test. My goal going forward
will be to create a variety of different types of formative assessments designed to engage my
students in the learning process. I realize that this is extremely time consuming, but I owe it to
my students to have assessments that are asking students to apply what they have learned in
authentic ways. As in Timothy 3:7, “Ever learning, and never able to come to the knowledge of
the truth” (KJV).
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References
(n.d.). OFFICIAL KING JAMES BIBLE ONLINE: AUTHORIZED KING JAMES VERSION
(KJV). Retrieved September 3, 2022, from https://www.kingjamesbibleonline.org/
James H. McMillan & Stephanie Moore (2020) Better Being Wrong (Sometimes): Classroom
Assessment that Enhances Student Learning and Motivation, The Clearing House: A
Journal of Educational Strategies, Issues and Ideas, 93:2, 85-92, DOI:
10.1080/00098655.2020.1721414
Wiggins, G. P., & McTighe, J. (2012). The Understanding by Design Guide to Advanced
Concepts in Creating and Reviewing Units. ASCD.
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