Rethinking Assessment: Growth, Reflection, and the Role of Grades

Upon closer inspection of my assessment philosophy I found... From Wix

When I taught in an IB school for several years, the assessment policy was structured around progress reports throughout the year and a final grade at the end. While the system was not strictly standards-based, the final grades were determined using grade descriptors rather than averaged scores. I observed that this approach encouraged students to focus less on accumulating points and more on mastering skills and understanding. Each progress report became an opportunity for students to reflect, revisit work, and set goals for further growth. This experience strongly influenced how I design learning experiences and think about assessment.

During lessons, I view assessment, especially formative assessment, as a dialogue. It provides insight into student engagement and challenges me to reflect on my teaching. If students are struggling, I consider whether the task is well-designed, whether scaffolding is sufficient, and whether I am truly assessing what I intend. From these experiences, I developed a philosophy in which assessment is central to planning, teaching, and reflection. I ask myself whether tasks allow multiple ways for students to demonstrate understanding, whether mastery is clear, and whether challenges are appropriate and flexible for all learners. Assessment guides me to create opportunities that are inclusive, authentic, and meaningful. My philosophy emphasizes feedback and reflection and views assessment as a cycle of growth rather than a tally of performance.

This perspective aligns closely with Shepard’s (2000) vision of a learning culture, in which assessment supports learning through ongoing feedback and opportunities for revision. Shepard argued that assessment practices must move beyond serving as a judgmental endpoint and instead be an integral part of the learning process. Similarly, Selwyn (2011) emphasizes that assessment is never neutral. It reflects choices about what counts as learning, how learning is structured, and how achievement is recognized and valued. By focusing on growth and reflection before the final grade, my goal is to prioritize authentic engagement, meaningful skill development, and student ownership of learning rather than mere credentialing.

Ultimately, my approach to assessment is ongoing, flexible, and authentic. I want students to engage in tasks that feel meaningful and provide multiple ways to demonstrate understanding. I consider challenges carefully to ensure all learners can participate fully. In the end, my philosophy is simple: learning is a journey. Grades mark a milestone at the end, but assessment along the way nurtures curiosity, persistence, and meaningful growth.

References

Selwyn, N. (2011). Education and technology: Key issues and debates. Continuum International Publishing.

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004