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So have you been thinking about the purpose and value of learning assessments? I thought that I
would allow some time for our ideas to percolate before continuing the discussion that I began in a
previous article. I have been contemplating this topic a lot, especially this past week as I prepared
report cards for some of my students.
In educational circles these days, we often hear the terms assessment of learning and
assessment for learning. The first few times I heard these terms, I thought that they were just
educational jargon--mumbo jumbo that had little meaning. I was wrong.
Assessment of learning is what most of us do when we mark someone's work. We "correct" it,
looking for errors. We circle and cross things out, draw arrows, make some asterisks or
exclamation marks and scratch a solid red x beside each mistake. We total the number of correct
answers and calculate a percentage or a letter grade. We may write comments such as, "Sloppy,
try harder, you can do better or show your work!" Occasionally we might write, "Good work, good
try or better luck next time!" We might even slap a sticker or a star on the paper before handing it
back to the student.
Then we record the mark in our book and next week we do it all over again. Is there any wonder
that kids get discouraged? You really have to ask yourself, "What is the purpose of such learning
assessments?" All they really accomplish is to label the child as a winner or a loser.
We justify this process by telling ourselves that we need to point out children's errors so as to help
them improve, but studies have shown that marking work in such a way has no positive impact on
learning. In other words, pointing out one's errors does nothing to motivate that person to improve.
The only kids who love having their work marked this way are the keeners who are almost
guaranteed to have few errors. For them, getting their work back is a great ego trip. For the kid
whose paper looks as if it has been dipped in a vat of red ink, there is nothing positive or
motivating about it.
Studies prove that if a person receives a piece of work back containing a grade and comments,
that the comments are completely ignored. The only thing grabbing the person's attention is the
mark. So we can stop wasting our time drawing lines and arrows and making comments about
how the child can improve. The only thing that will be noticed will be the grade and that does
nothing to help anyone improve. Case closed. The grade tells children how they rank and that's
all.
Assessment for learning is a different kettle of fish. The purpose of these learning assessments is
to give positive feedback to guide and coach children to success. This is when we might say, "I
love your title! It's so expressive and it draws in the reader. Now let's see if we can work on

2. making the first sentence just as exciting! What do you think is missing?" Assessment for learning
means pointing children in the right direction while giving them credit for having come as far as
they have already.
Do you see the difference? One builds up; the other tears down. When you come right down to it,
assessment of learning is not assessing the child at all. It is assessing the teacher. If the child
does not understand the material and does not know how to answer the questions correctly or
write the piece adequately, the buck stops with us. It's up to us to coach kids to success.
Ah, success! How do we define it? That's the topic of another discussion. Next time. Until then, try
limiting your assessment of learning and instead begin assessing for learning. Transform yourself
from a judge and critic to a coach and cheerleader. It will make a world of difference in your
homeschool.
Dianne Dachyshyn is a writer and a public speaker who lives in Edmonton, Alberta, Canada. She
currently works teaching grade two French immersion. Previously, she worked as a home
education facilitator helping families to plan their programs and deal with challenges. Before
working as a facilitator, she home educated her three children for seven years. She has sold
curriculum, worked as a private consultant to homeschoolers, served on a homeschooling board
and has been a keynote speaker at homeschool conventions and support meetings.
As a writer, Dianne is passionate about teaching children to write. From her experience in the
classroom, in homeschooling and in relationships with other writers, she knows that this is by far
the most challenging area to teach and to learn.
Dianne offers ideas, insight and encouragement to homeschoolers. She offers wisdom born from
experience, both in parenting and homeshooling. Dianne Dachyshyn is available to speak to
groups on the topics of homeschooling and teaching writing. She can be reached at
writer2@telus.net.
Article Source:
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