Early Learning Assessment

Early Learning Assessment

Describe your own experiences with assessment as a young learner. How were assessments given? How often? Did you experience any test anxiety? Were any formative assessments used? Use what you know now about assessment to compare your experience.

Sindelar, N. W. (2011). Assessment-Powered Teaching. Thousand Oaks, Calif: Corwin.Read Chapters 1-3

Squires, D. A. (2014). Curriculum : District Stories of a Path to Improved Achievement. Hauppauge, New York: Nova Science Publishers, Inc.
Chapters 1-3

Helpful Websites:

California Department of Education: Testing and Assessment
http://www.cde.ca.gov/ta/tg/

APA

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Early Learning Assessment

My Assessment Experiences as a Young Learner

As a child, assessments were mainly traditional paper-based tests. Typically, these were scheduled after every unit or term and involved multiple-choice or short-answer questions. In most cases, teachers focused on right or wrong answers without much feedback. Consequently, grading became the primary goal, while learning was rarely discussed. Furthermore, we did not always understand what the test was measuring. Instead of guiding improvement, the main purpose seemed to be ranking students, not supporting learning.

Frequency and Impact of Testing

Assessments occurred at the end of each week or term. Major exams were common before holidays. This created a stressful environment. Frequent testing created pressure rather than curiosity. I remember dreading the results. The high stakes made me more focused on scores than learning. Over time, I developed mild test anxiety, especially during exams that determined grade promotion.

Test Anxiety and Lack of Support

Test anxiety was real and common among many students, including myself. There was little emotional support from teachers. We rarely received study strategies or explanations for test questions. The fear of failure often overshadowed learning. Teachers did not modify assessments for different learning styles. This affected confidence and motivation in the classroom.

Looking Back with New Knowledge

Now, I understand the value of formative assessments, such as observations, quizzes, or class discussions. These tools guide instruction and help both teacher and learner adjust. According to Sindelar (2011), assessments should inform teaching, not punish students. Squires (2014) emphasizes using assessment to improve curriculum and achievement. My early experience lacked this supportive approach. If formative tools had been used more, I might have enjoyed learning and grown more confident.