Assessment, at its deepest level, is not a score; it is a story. It tells us how scholars experience learning, how instruction supports them, and what pathways will lead them toward mastery. I define assessment as a holistic, culturally grounded process of gathering evidence to understand where learners are, what they need, and how educators can move them forward with dignity and precision (Brookhart, 2017).

When I design assessments, I begin with three guiding questions:

1. What knowledge or skill matters most for scholar growth?

2. How will scholars demonstrate this in meaningful, culturally relevant ways?

3. What evidence will guide my next instructional steps?

Clear assessment begins with clear intention. Objectives must reflect the lesson's purpose and the scholars' lived experiences.

Open-Ended, Selected-Response, or Performance? My View!

While all assessment types are valuable, performance-based assessments provide the deepest, most authentic evidence of learning. They allow scholars to:

• Create

• Analyze

• Present

• Apply learning in real-world contexts

• Integrate identity, culture, community knowledge, and lived experience

Selected-response items (such as multiple-choice) work well for quick checks of understanding. Open-ended questions support reasoning and explanation. But performance assessments demonstrate transfer, the ultimate goal of learning (Wiggins & McTighe, 2005).

Example from my classroom: In a Black Studies unit, instead of a multiple-choice test, scholars create a multimedia presentation analyzing the Great Migration through the art, poetry, and historical documents of Jacob Lawrence. This assessment illuminates how deeply they can synthesize information, not just recall facts.

What Are Effort Grades? My Stance!

Effort grades intend to honor persistence, participation, and habits of mind. While effort absolutely matters, effort should never substitute for demonstrated learning.

              Research warns that effort grades can:

• Introduce teacher bias

• Create inconsistent grading practices

• Blur the line between behavior and academic evidence (Feldman, 2019)

             I believe effort should be:

• Reflected in SEL feedback

• Integrated into goal-setting

• Celebrated through student reflection

But not used in place of mastery evidence.

Student Self-Assessment: Essential for Scholar Growth

Student self-assessment empowers scholars to:

• Reflect on their performance

• Compare their work to clear success criteria

• Identify strengths

• Name next steps

• Set meaningful goals

This process strengthens metacognition, confidence, and executive functioning (Andrade, 2019).

My stance:

Scholars must participate in developing assessment criteria, especially rubrics. When scholars co-construct expectations, the learning becomes:

• Clear

• Accessible

• Culturally relevant

• Meaningful

This aligns with culturally responsive teaching principles that honor student voice and shared power (Gay, 2018; Khalifa, 2020).

Student Growth Portfolios: Benefits & Limitations

Student growth portfolios capture learning over time, using artifacts such as:

• Writing samples

• Projects and performance tasks

• Reading or math growth indicators

• Self-reflections

• Peer feedback

Benefits

• Shows growth more clearly than a single score

• Supports reflective practice

• Gives families concrete evidence at conferences

• Honors diverse ways of knowing

Limitations

• Require consistency and time

• Must be guided by clear criteria

• Without structure, it can become "collections" instead of growth evidence

Portfolios are robust when anchored in intentional reflection and meaningful curation.

How Figures Support Assessment

Figures, such as graphs, tables, or charts, turn complex data into stories educators can act on. They make learning visible by helping us:

• Notice trends

• Identify strengths and gaps

• Track growth

• Set targeted instructional goals

• Communicate clearly with scholars and families

Figure 1: Sample Data Visualization for Instructional Decision-Making

Assessment Type         Evidence Collected        How the Figure Helps Instruction

Formative Quiz               % correct by item                      Identifies which concepts require reteaching

Writing Task                    Rubric score patterns               Guides writing groups and targeted mini-lessons

Behavior Data                    On-task minutes                     Supports SEL goals and interventions

Reading Growth         Lexile or Running Record           Helps plan small-group literacy instruction

Additional Perspectives on Assessment

Standardized Testing

Useful for benchmarking, but limited in capturing cultural intelligence, creativity, or community-based knowledge. Should be one data point—not the story.

Behavior Assessment

Supports SEL growth when used with care. Can reinforce bias if not culturally responsive. Must be strengths-based and holistic.

Family–Teacher Conferences

When scholars lead, conferences become powerful assessment conversations. Scholars present evidence of their learning and reflect on growth—aligning home, school, and community (Gay, 2018).

Assessment to Improve Instruction

Assessment is most potent when it informs:

• Differentiation

• Small-group planning

• Pacing adjustments

• Targeted feedback

• Learning scaffolds

This is the foundation of a balanced assessment system (Stiggins, 2014).

Closing Reflection

Assessment should never be about labeling scholars. It should be about liberating their potential. When we honor identity, culture, and lived experience, assessment becomes a tool for empowerment, belonging, and growth. It strengthens the bridge between home, school, and community, and defines a future where every scholar is seen, valued, and supported.

References

Andrade, H. L. (2019). A critical review of research on student self-assessment. Frontiers in Education, 4(87), 1–13. https://doi.org/10.3389/feduc.2019.00087

Brookhart, S. M. (2017). How to use grading to improve learning. ASCD.

Feldman, J. (2019). Grading for equity: What it is, why it matters, and how it can transform schools and classrooms. Corwin Press.

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Khalifa, M. (2020). Culturally responsive school leadership. Harvard Education Press.

Stiggins, R. J. (2014). Revolutionize assessment: Empower students, inspire learning. Corwin Press.

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.