Assessment: Past, Present and Future


My past misconception: Assessment = Grades. That’s how I looked at assessment before I took EDS 113.

Again, I feel sad and happy. Sad because I know that many teachers out there don’t fully understand what assessment is; happy because I know there’s hope for our educational system. I am more convinced that current teachers and teachers to-be should go through the teacher-education program, get this course alongside the basic Professional Teaching Certification, and continue to learn through seminars, training, and workshops, or even through online learning. (If I may mention, studying through UPOU made me more aware of the vast, rich, and useful information we can get from trusted educational sites of the internet; merely browsing through the educational websites will help teachers learn more.)

I once thought I was ready to teach, that I was competent enough, but ugh, while studying this course, I realized I definitely had a lot of limitations. For one, I was one of those who didn’t fully understand what assessments are for. Thanks to EDS 113, this has changed.

What have I learned from this course? Today, I am endowed with new learning.:)

  • Assessment is not all about grades.
  • Assessment definitely helps improve teaching and learning!
  • Assessment is the process of getting information about what and how the students learn, and using this information to guide instruction and boost learning.
  • Assessment gives feedback to teachers and students that help them both adjust their teaching and learning strategies to achieve learning goals.
  • Assessment should be aligned with goals/objectives, curriculum/instruction, and outcomes, so learning can be maximized.
  • Assessment helps us to PLAN (what do I want my students to learn?); to DO (How do I help them learn effectively?); to CHECK (Have we achieved goals and outcomes?), and to ACT (How do I use the information I gathered? What adjustments and refinements should I do?). This is the assessment cycle that helps continuously improve the teaching-learning process; this is the assessment cycle that makes assessment useful for its intended purposes: the assessment FOR learning, the assessment AS learning, and the assessment OF learning.

The three main purposes of assessment:

  • Assessment FOR learning is an ongoing process that gauges and monitors student learning in order to inform instruction, as well as help students monitor and manage their own learning. It guides both teachers and students on what wise steps to take next. Formative assessments serve the purpose of assessment FOR learning.
  • Assessment AS learning is also an ongoing process that helps the students self-reflect on their learning, know their weaknesses and strengths, adjust their learning strategies, correct past errors, plan next best steps, and become independent, self-directed, metacognitive, and successful learners. Formative assessments, like self and peer assessments, serve the purpose of assessment AS learning.
  • Assessment OF learning measures the students’ competency; certifies learning; and provides evidence if program goals and objectives have been met and outcomes have been achieved. Summative assessments serve the purpose of assessment OF learning.

There are different types of assessment:

  • Formal assessment is the systematic, well planned data-based assessment that evaluates student learning. Formal assessment determines the students’ proficiency or mastery of the content, and can be used for comparisons relative to certain standards, or relative to other students’ performances.
  • Informal assessment is the casual/spontaneous content-based and performance-based form of assessment that measures the students’ performance and learning progress. Informal assessment is incorporated in the day-to-day classroom activities.
  • Formative assessment gives continuous feedback about students’ learning that informs instruction and helps students successfully manage their own learning; it guides both teachers and students about their next wise steps. Formative assessment occurs all throughout instruction.
  • Summative assessment certifies learning; it measures what the students have learned. Summative assessment data can be used to gauge students’ competency; assign grades; rank the students; and compare students’ performances vs. certain standards or vs. other students’ performances. Summative assessment is given after instruction.
  • Traditional assessment refers to customary method of measuring the students’ knowledge and skills, usually through standardized pen and paper tests.
  • Authentic assessment is the process of gauging the students’ learning by asking them to perform real-life tasks and meaningfully apply what they have learned.
  • Peer and self-assessments involve students taking responsibility of assessing their peer’s work and their own against a set of standards/criteria/rubric. They help students become reflective of their own learning and empower them to be more responsible in successfully directing and managing their own learning.
  • Differentiated assessment is the method by which teachers adjust and match assessment with the varied profiles, needs, and preferences of diverse students in order to bridge individual learning gaps, and meet the students’ individual learning needs.
  • Each type of assessment has its strengths and weaknesses, but each type can definitely contribute to the main goal of assessment, that is, to improve teaching and learning. It is best to employ a balance of each type of assessment in our classrooms.
  • No single assessment can fully measure the students’ learning progress and achievements. Wisely combining multiple types of assessment, and using the information gathered from all these assessments appropriately can help achieve all three purposes of assessment: the assessment OF, FOR and AS learning.
  • Giving feedback is valuable. Feedback should be timely, prompt, efficient, constructive, focused, consequential, and always supportive of learning.
  • Providing clear, well-defined rubrics (scoring criteria) helps the students to plan, strategize, and maneuver their work towards successfully meeting the prescribed criteria, and come up with excellent work or performance.
  • Teachers must be keen in constructing good and effective assessment items. The Table of Specifications is one of the tools that can guide them in carefully and systematically designing a test.

How can I effectively assess my students in the future?

  • I will be a reflective teacher, and always think of how I can help my students learn best; I will consider my students’ welfare before my own.
  • I will align my assessment with my learning goals, outcomes and instruction.
  • I will use assessment not only to assign grades, but to learn whether my students have successfully learned the targeted learning outcomes; if my teaching is effective; if misconceptions have been corrected, learning gaps have been bridged, and learning needs have been met; if programs are successful; and if my students are enjoying learning.
  • I will match my assessment with my students’ readiness, profile, needs, and preferences; I will adjust my teaching accordingly.
  • I will Plan, Do, Check and Act!
  • I will use a mix or a balance of each type of assessment in my classroom. I’ll take advantage of the assessment’s strengths and apply interventions to balance or neutralize the weaknesses.
  • I will integrate my assessments with many rich learning opportunities. I will employ a few formal traditional assessments, and complement it with plenty of fun yet effective informal authentic assessments. I will ensure that these informal authentic assessments are valid, reliable and properly guided by rubrics and standards. I will make sure that traditional assessments are carefully crafted to tap my students’ higher level of thinking skills.
  • I will use assessments to tap my students’ low and high level cognitive skills: knowledge, comprehension, synthesis, application, and evaluation.
  • I will differentiate my instruction and assessments according to my students’ individual needs, bridge the learning gaps, and make proper interventions and accommodations.
  • I will empower my students to self-reflect, think critically, manage their own learning, and become the self-directed, metacognitive, independent and successful learners that they ought to be.
  • I will provide parents timely feedback about their children’s performances and partner with them in helping their children excel.
  • I will partner with my students and help them achieve their learning goals. We shall join forces to produce powerful learning outcomes!
  • I will share lessons-learned and best practices with my colleagues and help each other in improving our craft.
  • I will use assessment data to really improve teaching and learning, and to help refine educational programs.
  • I will always reflect about my teaching styles, instructional strategies, and assessment methods, and continuously ask myself…

Daisy, how else can you help in improving teaching and learning?

(Thanks, Teacher Malou, for another rich learning experience. 🙂 Admittedly, finishing the course was a great challenge, but then again, it was all worthwhile!

Cheers to all my classmates, too!  🙂

…Daisy, here, more empowered to teach because of EDS 103 and 113! (hmm, I hope, haha) 🙂

How Meaningful Have Grades Been?


I am not a fan of grades. I hate it when people judge students because of their grades. I was, somehow, forced as a student to be an achiever (‘though I don’t have any regrets on that). Everyone in the family was an achiever, and so I felt I had to be one, too. It’s awesome to get good grades and receive recognition, but later in life, I realized that there are many things in life that matter more.

The joy of learning, despite grades, is one of them.

Giving your best, not because of grades, but because you want to give back only the best to the One who blessed you with the talent – is another one.

Grades pressure students to perform well; it reduces the fun of learning.

Does it really motivate one to learn? Does it really push one to give his/her best? Well, maybe. But then, sometimes it defeats the purpose of learning; it confines the student to become grade-conscious and limits the fun of learning. It just burdens one to perform well in order not to fail (not to fail in meeting the grade requirement; not to fail in being promoted to the next year level; not to fail to please parents; not to fail to meet expectations of others, not to fail…).

Learning should not be like this. Learning should be fun. Students must be intrinsically motivated to learn. Learning should make us joyfully wise. Learning should make us climb mountains and help us achieve our life goals. Learning should help us soar high. We should make our students and our children realize that the purpose of learning is not merely to get good grades.

Grades give so much pressure on students. My big question is: Can we do away with grades? If we do, how can we properly assess our students? Can we just give detailed descriptive feedback to each student instead of the alpha-numeric grades? I know, it may be too taxing for teachers, difficult to standardize, and difficult to interpret. Alpha-numeric grades are easier to assign, easier to interpret, and easier to compare. I’m sure the educational authorities have good reasons for keeping grades as a big part of the assessment process.

What’s the meaning of grades? It’s good that some modern teachers do explain how they come up with grades. They send you the bases of their grading system, though I guess, there are only a few of them. Based on my personal experience, grades give me a chance to know my children’s academic standing, to know if they are doing well in their academics. Knowing how they really perform in school, understanding their strengths and weaknesses, and knowing their true learning progress are not actually reflected on the report card; those information are provided by getting feedback from my children and their teachers, and by doing my own assignment as a parent, that is, by partnering with teachers in monitoring my kids’ learning. Grades are just not enough, it needs to be complemented by other forms of assessment.

Effect of Assessment on the Students’ Attitudes towards Learning



These are based on my personal observations about how my own kids and their classmates react to different types of assessment.

Most students hate tests, but the truth is, the only time they really study is when there’s a fast approaching test. They cram, they study, and I guess, the result is superficial learning. Low level cognitive skills (knowledge/comprehension/recall) are tapped, but information, after the exam, usually evaporates.

What I’m sure of – is that students hate the fact that they are often judged based on their grades, and hence they study to get good grades, to fulfill school requirements, to please parents, to pass and be promoted to the next grade or year level. If these factors comprise the motivation to go to school, if assessments will solely or mostly be used for assigning grades, then we’ll have unhappy unmotivated students.

What makes the students want to go to school or attend classes? Well, aside from seeing friends and crushes as top reasons, I see them enjoy classes with teachers who give interesting, challenging, and fun instructional/assessment activities (mostly informal-formative-alternative assessments like role plays, stage plays, experiments, field work, etc.).  If the teacher can relate well with students, understand how they are in their learning, and adjust his/her teaching according to what they appreciate, the kids are motivated more to learn and demonstrate their learning in meaningful ways.

Just last night, I saw a Facebook post from my son’s Statistics teacher, asking his students if they think they should continue doing the assessment game they did the previous school year. The answer from all students was a resounding “Yes.” Teachers can now use social media to get feedback from students. Teachers who consider their students’ needs and preferences, and adjust their methods of teaching accordingly produce happy motivated students – willing to learn best what they are supposed to learn. Even if the content is hard (like higher Mathematics), if the teacher is supportive, and employs appropriate instructional and assessment activities suited for his/her students, the kids give their best effort to succeed in learning.

I also notice that assessment and instructional activities that are directly relevant to students also attract students to learning; those that they think are irrelevant are the lessons they ignore most.

Last school year, some of my son’s classmates felt that Social Science’s World History was irrelevant, so, they chose to ignore it, or they were forced to just comply with the subject requirements. Then the original teacher took a leave and was replaced by a new teacher who made World History relevant and interesting for the students. As the new teacher employed appropriate and fun assessment activities, incorporated with instruction, I heard a lot of good feedback from my son and his classmates. As expected, students started to participate in class activities and started to love World History! Not only that, students started to love their new teacher! (This truly happened in a Grade 8 class.)

It’s obvious that when activities are interesting and fun, especially when it involves collaborative work (like class projects, group presentations, stage plays, experiments and other authentic activities), students need not be prompted to do what they need to do. They comply with requirements eagerly, practice and give their best performance. If they like what the teacher is asking them to do, they will do it enthusiastically, and most likely produce a good output.

Students tend to enjoy most of the informal, formative and alternative assessments and get anxious about the high stakes formal, traditional and summative tests that oftentimes define who they are as students. However, they are aware that they need all these assessments for their own improvement.

 The bottom line, I guess, is that our students need all these types of assessments, and that teachers should just make learning and assessment as enjoyable and as interesting as possible.

Teachers and Students as Partners


When teachers and students join forces in the assessment process, teachers become excellent in their teaching and students become excellent in their learning!

Both parties grow in the teaching-learning process.  The teachers become better educators as they adjust instruction according to their students’ needs and employ more effective teaching techniques, while the students become more engaged in their learning and adopt more powerful learning strategies. As teachers use a combination of the different types of assessments, they get to know their students well and get a total picture of where and how they are in their learning. They get to reflect and answer:

  • Am I teaching what I’m supposed to be teaching? Do I equip myself to become competent in my field?
  • Are my students learning what they’re supposed to be learning?
  • Are my instructional tools and materials effective?
  • Are my teaching strategies and instructional methods effective?
  • Who, among my students, are struggling and need help?
  • Who, among my students, are advanced and need more challenging learning tasks?
  • What are my students’ individual learning needs and preferences? How can I effectively respond to them?
  • What else can I do to help them excel? How can I empower them to become successful learners?

When a teacher does not only teach but teaches with a teacher’s heart, students respond brilliantly, and powerful learning outcomes are attained. The students are encouraged to reflect on their own learning, strategize, and adjust their learning styles to achieve their goals. 

When teachers and students join forces in the assessment process, mighty learning goals are achieved!

Personal Experience as Reflective Parent-Teacher:

I personally tutor all my kids.  And I see how each of them learns best. I also see what type of assessment (informal) works best for each of them, and so I adjust my tutoring and assessment strategies accordingly. With my six year old, assessment games and use of play materials work best. For example, I tested his proficiency in addition and subtraction of money by playing “buying and selling game.” As the buyer, he had to count his play money and use it for buying items. As the seller, he had to count money and give me correct change for the items I bought.

At first I gave him paper and pen exercises (traditional) about this lesson, and it was harder to get him to sit and do the seat work. But with the games, he begged for more! Teaching and testing him about the lesson on money through games (incorporating assessment with instruction) was not only fun for both of us, it also achieved the desired learning outcome. 🙂

Assessment at Different Phases of Learning


Teachers use assessment at different phases of learning:

Before instruction.

This is given at the beginning of study, prior to instruction, to determine what the students already know or not know about a topic, to know the students’ learning needs or to diagnose the students’ readiness, as well as to help the teachers determine what to teach  or where to start, and help the teachers plan and teach accordingly.

In Kumon, for example, students are given diagnostic exams to determine the kids’ level of readiness in either Reading or Math.

During instruction.

This is given all throughout the learning process to monitor the students’ progress in achieving targeted learning outcomes or to know whether the students are learning what they ought to be learning. Assessment during instruction also helps the students manage their own learning, and helps the teachers gauge if their instructional tools and teaching methods are aligned with the learning objectives and outcomes. It also helps the teachers differentiate their instruction according to the students’ individual needs, and determine next steps.

Again, as an example, Kumon kids are given series of worksheets to monitor how they are in their learning, and to help them progress to the next level.

After instruction

This is given at the end of study to determine the students’ mastery of the lesson, to measure whether the students are successful in meeting the learning objectives and in achieving the targeted learning outcomes.

The results of assessment help the teachers determine not only the grades, but also the areas of improvement in the teaching-learning process. The information can be useful for teachers and schools to refine what needs to be refined and improve what needs to be improved in the entire teaching-learning process.

In Kumon, kids are given final exams per level to determine whether they have mastered the previous level and are ready to advance to the next level. The final assessment also helps the school decide what appropriate awards should be given to students.


Earl, L. & Katz, S. (2006). Rethinking classroom assessment with purpose in mind. Western & Northern Canadian Protocol for Collaboration on Education. [PDF documents]. Available at



Why Assessment?

What are assessments for? How will I use assessment in meaningful ways?

As a teacher:

  • I will use assessment to know if the students are truly learning what they are supposed to be learning. I will use assessment to check if the learning goals/outcomes are met.
  • I will use assessment to check if my method of teaching is effective and efficient.
  • I will use assessment to know if the instructional materials I use are apt, up to date, and appreciated by students.
  • I will use assessment to draw out the best from my students, to help them learn best, and help them give their best.
  • I will use assessment to identify and address my students’ learning needs.
  • I will use assessment to correct past errors, learn from them, and implement better ways.
  • I will use assessment to identify and apply my next best teaching steps.

As a student:

  • I will use assessment to improve my learning styles.
  • I will use assessment to identify and work on my learning weaknesses and strengths.
  • I will use assessment to know where I am in my learning, whether or not I am on the right track, and how else can I improve to optimize my learning.
  • I will use assessment to help me perform my best, by correcting past errors, learning from them, and even exceeding what’s expected of me.
  • I will use assessment to also give feedback to my teachers on how they can help us learn more effectively.
  • I will use assessment to identify and apply my next best student learning steps.

As a school head/educational administrator:


  • I will use assessment to gauge if the institution’s mission, goals and objectives are met.
  • I will use assessment to know what needs to be changed or refined or added in terms of learning environment, curriculum, programs, instructional methodologies, tools, processes, and the entire system.
  • I will use assessment to learn from past mistakes and implement best practices. I will use assessment to move forward.
  • I will use assessment to guide me in my next steps.

Assessments can only be truly meaningful if the results and information gathered will be used timely and appropriately (to improve teaching-learning process).


Edutopia. (2008). Assessment professional development guide. Retrieved from

Field-Tested Learning Assessment Guide [Web]. (2014). Retrieved from

 Victoria State Government – Department of Education and Training. (2013). Assessment advice. Retrieved from

Insights and Skills from Assignment #1

Doing Assignment #1 was like entering The Underground River Cave in Palawan. At first you get uneasy and fearful because it is so dark and you don’t know what’s inside. But then, once inside, you get amazed by its beauty and wonder!

Downloading Assignment #1 instructions from the portal was the start of apprehensions. How on earth am I supposed to do this? I didn’t know where to begin, how to start and where to get help. I was almost sure I could not do it.

Teacher Malou’s step by step tasks and guidance helped a lot. Slowly, as I digest the readings, I began to understand the tasks and the direction where they’re heading. I started to appreciate the new knowledge and learning. I began enjoying the e-company of new friends who were lost with me, haha 🙂 , and then appreciating the fact that we did find the correct paths together. I was blessed with responsible, hard-working and enthusiastic team members, yey! We were able to submit Assignment #1 on time!


What are my lessons learned from doing Assignment #1? Well, here are some:

  • Assessments are effective tools to improve teaching and learning.
  • All components of assessment: objectives, outcomes, instruction and assessment must all be well aligned to boost learning.
  • The information on the results of assessment is a useful tool in identifying next steps to improve teaching and learning.
  • In choosing objectives, we have to carefully choose the verbs to reflect progression of learning from the lowest level to the more complex levels. Based on Bloom’s Taxonomy, these are: Knowledge (most basic level), Comprehension, Application, Analysis, Synthesis and Evaluation (most complex level).
  • In choosing objectives, we must carefully choose verbs that will clearly say what the students SHOULD BE ABLE TO DO after the lesson. Objectives must be overt and measurable. Objectives must be student-centered.
  • In stating learning outcomes, we must clearly state what our students will BE ABLE TO DO, based on the learning objectives set.
  • In choosing methods and criteria, we must use assessment activities that will manifest student’s ability and level of ability. It must demonstrate WHAT and HOW MUCH the students have learned.
  • Results and Analysis based on assessment must be clear to set standards. The assessment results and its implications can be used by teachers, students and education stake holders to identify next steps in improving the teaching-learning process.
  • Doing Assignment #1 makes us reflect and improve on our own assessment practices such that we can serve the purposes of Assessment FOR, AS and OF learning well, geared towards improving the teaching and learning process.
  • A wide variety of assessment activities/approaches can be used purposely FOR, AS and OF learning. One can select appropriate assessment approaches based on the assessment purpose.


Assessment AS learning: student’s self-monitoring and self-assessment

  • It helps the students reflect, understand, and monitor their own learning, thereby, helping them make adjustments and manage their own learning.
  • It helps the students develop effective learning habits/strategies, become more self-directed learners, and acquire metacognitive skills. When students are able to self-assess, they become more aware of their weaknesses and strengths and become better learners.
  • It helps the students implement a learning plan geared towards achieving learning goals and outcomes.



Assessment FOR learning: formative, continuous assessment during instruction

  • It helps the teachers monitor the students’ progress, to know if the students are truly learning what they’re supposed to be learning.
  • It helps the teachers identify the student’s individual learning needs and adjust their teaching methods and tools accordingly. It helps teachers differentiate instruction appropriately.
  • It helps the teachers identify misconceptions and learning gaps and apply steps to bridge the gaps.
  • It helps the teachers align instruction with learning objectives and outcomes. It helps them gauge if their instructional tools/materials and teaching strategies are effective in helping the students achieve the targeted learning outcomes.
  • It gives feedback to students and parents such that students can also manage their own learning and improve their learning styles and parents can help their children in their studies.
  • It helps teachers help students improve their learning and apply next steps to further improve the student learning.
  • It helps the teachers grow as educators as they refine their instruction to match the students’ learning needs and outcomes.

images (7)

Assessment OF learning: summative, post-instruction assessment to certify learning

  • It determines students’ competence and skill; measures student’s progress and success in learning; determines whether the students have achieved the learning objectives and outcomes.
  • It gives feedback to both students and parents and provide useful information in making decisions about educational and career paths.
  • It provides useful information for potential universities/colleges and future employers in making decisions regarding acceptance or hiring.
  • It gives useful information for school administrators, educational authorities in planning, adopting best practices and correcting mistakes.
  • It provides useful information in refining and improving curriculum, instructional tools and teaching methodologies, and the program as a whole.
  • Assessments can be used at different phases of learning:

Before instruction:

This is given at the beginning of study, prior to instruction, to determine what the students already know or not know about a topic, to know the students’ learning needs or to diagnose the students’ readiness, as well as to help the teachers determine what to teach  or where to start, and help the teachers plan and teach accordingly.

During instruction:

This is given all throughout the learning process to monitor the students’ progress in achieving targeted learning outcomes or to know whether the students are learning what they ought to be learning. Assessment during instruction also helps the students manage their own learning, and helps the teachers gauge if their instructional tools and teaching methods are aligned with the learning objectives and outcomes. It also helps the teachers differentiate their instruction according to the students’ individual needs, and determine next steps.

After instruction:

This is given at the end of study to determine the students’ mastery of the lesson, to measure whether the students are successful in meeting the learning objectives and in achieving the targeted learning outcomes.

  • Misalignments should be properly addressed. There must be careful planning in terms of setting the learning objectives and outcomes, choosing appropriate instructional materials and applying effective teaching methods, and using correct assessments to prevent misalignments.
  • If there are mismatches or poor alignment in any of the following components: learning objectives learning activities/instruction, learning outcomes and assessment, students may not be able to maximize learning, may not learn the intended learning outcome, may get poor grades, or perform poorly.
  • Well aligned learning objectives, curriculum/instruction, outcomes and assessment will yield many benefits that will enhance students’ overall learning.
  • Assignment #1 helped me deeply process the Assessment Cycle: to Plan, Do, Check and Act.

images (8)

What do I want my students to learn? (Set objectives.)

How do I help them meet objectives and achieve learning outcomes? (Use effective instructional materials/curriculum/teaching strategies.)

Are the outcomes being met? (Apply appropriate assessment tools.)

How do I use the lessons learned from assessment? (Refine instruction, redesign program to enhance learning.) Assessments are very important in the curriculum/instruction design.

  • The results of assessment help the teachers determine not only the grades, but also the areas of improvement in the teaching-learning process. The information can be useful for teachers and schools to refine what needs to be refined and improve what needs to be improved in the entire teaching-learning process.
  • Lastly, doing Assignment #1 made me think, how can I improve on my classroom assessment practices?

Accomplishing Assignment # 1 was taxing and hard, but it gave me valuable learning that I can use in growing to be the teacher that I want to be! 🙂


Earl, L. & Katz, S. (2006). Section 2: Three Purposes of Assessment. [PDF] In Rethinking classroom assessment with purpose in mind. Retrieved from

Raise the Height of the Bar! Jump High!!!



Great Southwest Track and Field Classic Albuquerque, NM June 5, 2010
Great Southwest Track and Field Classic
Albuquerque, NM
June 5, 2010,d.dGo&psig=AFQjCNE-DvV7lalgZuqEPqFJw8kW4QZGVQ&ust=1437666897729641

“If your students are not high jumpers, maybe it’s because you aren’t asking them to high jump. By using appropriate assessment techniques, you encourage your students to raise the height of the bar.” – (Brissenden, G. and Slater, T. of the Assessment Primer, Field Tested Learning Assessment Guide)

The above statements saddened me, but at the same time, challenged me.

It saddened me because I see a lot of teachers who care so little whether their students learn or not. They just present their lessons in class, in the most boring ways, hardy caring if the students get it or not.

Unmotivated teachers produce unmotivated students. Get excited to teach and your students will catch the excitement! They will be excited to learn! Sadly, in my personal observation, many teachers (maybe because of a lot of valid reasons – low compensation, dilapidated classrooms, non-recognition, personal issues, etc. ) just go to their classes, present their lessons and care so little whether the learning goals are met or not. The bars are too low. The students are not motivated at all to jump high!

And then, I am challenged! One must have the “heart” to be a teacher. I believe that most of us in this class have the “heart!” Hence, I am challenged to encourage my students to jump high and even leap higher by raising the height of the bar! Provide them with the best curriculum, instructional tools and instructional methods by constantly employing appropriate assessment techniques, absorbing the lessons learned, and improving on whatever needs to be improved. I will remember that assessment does drive student learning!

Okay, I know it is so much easier to blog about this than actually do it! Oh, well, let us give “us” a chance, okay?! Let us raise the height of the bar and help our students jump high! 🙂


Brissenden, G. and Slater, T. (2014). Assessment Primer. Retrieved from