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. 🙂