It is not an exaggeration when I say that I would be taking TONS and TONS of learnings from EDS 113. The first thing amongst those learnings is about my misconceptions about the word assessment. I entered the class with the thought that assessment is merely an evaluation. I have never thought that this single word could have a great impact on the whole education system. It is amazing to think actually and still blows my mind. The power that this word has and as an educator, I must absorb everything that I have learned in this course. There are loads of information that this course has given and one by one, I will try to incorporate them into my classes. I will start with formative assessment. Honestly, this practice seems very much underrated considering that this has such a great impact in the teaching-learning process. All my years in school and even now that I am working as a teacher, summative ones always seem to be the most salient amongst the assessment practices. I also never knew that an assessment could also be a learning opportunity both for the assessor and assessee. Next is the constructivist approach to assessment. I have encountered this before as a theory of learning, never have I thought that I would encounter this again here in assessment. As I look back in my school years, the constructivist approach in activities I had experienced seemed most fun to do. It might be nervewracking sometimes, especially if they were done individually but with groups, they seemed like all play. The activities become the most memorable ones too when I do a recall. You most remember the moments you’ve done it and that’s very telling that I should let my students do them as well. I would like to talk about amongst the tons of learning I have acquired from this course is the utilization of TOS and rubrics. Honestly, I have never encountered about TOS. Nobody within my circle, even my friends who are licensed teachers, has told me about it. It’s a foreign concept for me which is a little embarrassing considering its role to an effective assessment. And of course, the rubrics. For “an assessment task with the absence of rubric becomes merely an instructional activity. Another thing is that fairness must also be a constant in a classroom environment and rubrics is one to ensure that. Lastly, the importance of feedback. “Less teaching, more feedback” for my students, especially the feedback for learning. Give the students feedback but also ensure that I am not imposing too much and give them in a manner that still practices their meta-cognition.
When I studied in my first trisem in PTC the courses Theories of Learning and Principles of Teaching, I really thought that that’s the peak of learning in this program. Big words such as “theories”, “principles”, “learning” and “teaching” sold it for me. But upon learning assessment, I can say that I still have much more learn about the education system and its processes. Prior to the course, I really didn’t know that an assessment can be this valuable in the learning-teaching process. Now that I have become more knowledgeable about the implications of using assessment, I now see activities that measure student’s learning as an opportunity for them to learn too. Enhance student’s meta-cognition even when I am gauging their learning.
I really wish for my students to become critical thinkers. Students who can really stand the challenges of the life outside of school. Students who didn’t only learn about my subject but also in the process become independent individuals who will succeed whatever life throws at them and maybe also become gamechanger in their chosen fields. When you really look at education outside, even when I was just starting in this field, the ultimate goal is to instill as much knowledge about the subject that I was teaching. Clearly, that is not the case now. I need to ensure that they’ll become competent people even outside. I cannot emphasize how important it is that I’ll be able to produce students like these. This is such an important matter that can not be ignored. So much is at stake for it not to be utilized.
Despite the hardship I have experienced under this program, I feel that so much has changed in me. Not just a better teacher but also an individual and I am thankful for that. And in this matter, I wish to extend everything I have learned to my students.