Week 10 Reflection

This week had me thinking about grades more deeply. Not that I don’t reflect on how I assess students, but reading Small Data, Online Learning and Assessment Practices in Higher Education (Watson et al., 2017) and The Impact of Assessment on Student Learning made me consider grading more closely.

Assessment isn’t always about learning. Unfortunately, it's sometimes more about maintaining institutional accountability or checking boxes for certification. That can be a little uncomfortable, especially when you're someone who cares deeply about students actually growing, not just surviving a system.

The “Jay” case study in the Watson article really stuck with me. A student failed an online course, not because they weren’t learning, but maybe because the system wasn’t flexible enough to see the learning that was happening. How often do we reduce a complex, messy, human learning process to a single grade or submission? And how often do we miss something important in doing so?

It reminded me of students I’ve had who struggled with assignments or simply reading, but blossomed in conversations or small group work. In our push for standardized outcomes, do we leave those moments behind?

I found myself reflecting on how my own assessments can sometimes lean too far into compliance with rubrics, checklists, deadlines. What I often really want is for students to reflect, ask questions, and grow as thinkers. I’m not throwing out structure. I teach middle school so structure is life! However, I am reevaluating what I prioritize and how I give feedback.

Another point that stood out from the reading was the concept of integrative assessment. Blending formative and summative assessment in meaningful ways is necessary if we want students to see assessments as opportunities to learn. I want to build in more chances for reflection, revision, and peer dialogue, not just one-and-done submissions.