1. No Excuses University ASSESSMENT

2. In Chapter 8, Lopez sends a resounding message: “Assessment is not about you as a teacher; it is about your students” (p.97). Lopez’s Quote: Share your perspective on Lopez’s quote and statement above. Describe how your mindset has changed or been validated My perspective about Lopez's quote as he states, “Assessment is not about you as a teacher; it is about your students” (Lopez, 2013, p.97). Mr. Lopez is absolutely right. The teacher’s role in the classroom is to teach and prepare instructions and assessments for the students to testify and evaluate their learning. It means the students are the ones that need to be tested based on the instructions, not the teacher. Definitely, it will also help the teacher to evaluate the students’ ability of learning.

3. He goes on to say that our reason for assessing students should be grounded in our commitment to use the information collected in a way that helps us generate greater success for our students. Lopez’s Statement: He is also absolutely right in his statement that the assessments for the students must be grounded in the teacher’s commitment to use the information from the learning instructions to evaluate how well the students learn from the instructions that the teacher prepares during the lesson. In order words, the teacher should not test the students with any information that she or he did teach during the lesson. It is very unfair for the students to be tested and failed with some information that they did not learn in the lesson.

4. Describe how your mindset has changed or been validated. There is nothing has changed with my approach concerning Lopez’s belief about assessment, because that what assessment is for. It is for the students, but not the teacher. But teacher should know very well that the instructional information that she or he has taught during the lesson will be for the students to be tested on. Also, the teacher should examine the assessment for its accuracy and validity to make sure is fair enough to be evaluated the students in the exam. Moreover, that information must be reflecting during the learning instructions. This will be exactly how the teacher determines an acceptable evidence of students’ learning in that particular lesson

5. Consider the 4 questions Lopez lists under “Defending our Assessment Practices” (p.98). 1. Why are you participating in the assessments that you use with students? 2. Can you share in explicit detail the value that you find in each assessment? 3. Do you participate in assessments that you find no value in for students? 4. Are you using an assessment you have no idea how to deliver, but are afraid to ask for help with.

6. 1. Why are you participating in the assessments that you use with students? The reason why I need to participate in the assessment is to make sure that my students are taking the assessment seriously based on the instructions that they have learned during the lesson. Another point is that, I want to see that every student is not cheating during the test. One important thing that I need to participate is to see if the assessment that I prepared is valid and suitable to get acceptable results from the students.

7. 2. Can you share in explicit detail the value that you find in each assessment? There are different types of assessments that I use to assess my students like formative and summative assessments. But in each assessment, there are different ways that I use to deliver each assessment based on my students’ ability of learning. But the most important value I have seen in each assessment is for the teacher just to make sure that the assessment is appropriate and suitable for all the students. It must show accuracy of information is given, and it must also relate to the learning instructions that the teacher models. This would really help me to evaluate whether each student’s learning outcome in this particular assessment is acceptable, or unacceptable.

8. 3. Do you participate in assessments that you find no value in for students? The answer is no. I do not want to participate in such an assessment that there is no value. The reason why is because that there is no evidence to prove my students’ learning outcomes. Moreover, I would also not accept, or take my students’ learning outcomes as part of their grades.

9. 4. Are you using an assessment you have no idea how to deliver, but are afraid to ask for help with. I believe it all depends on the type of assessment as I said before. For example, the SAT 10. This type of assessment requires teachers’ training by the Testing Office in our DOE policy before the students are taking the test. It means the teacher should understand how to administer this type of test according to the instructions that are given. In other words, I should not be afraid to ask the Test Officer in order to give me the right direction to monitor this test, and to make sure that the test is conducting with the rules to administer accordingly.

10. How might you use these questions in your current or anticipated practice? Definitely, I will use these questions as a guideline to lead me how to prepare appropriate assessments to test my students’ at all the times within every lesson that I will teach. Using these questions as a guide will be a perfect idea that I am going to focus on with every moment that I have to plan my students’ assessment.

11. What value might it add to your practice by keeping these questions in mind? The most important value that I would like to add in order to keep these questions in my mind is my commitment, as an effective teacher to lead my students in the right path to become succeed in their future endeavors. In addition, my commitment should reflect accountability, honest and compassion for my students.

12. In what ways have you succeeded/failed to make students your partner in assessment? I have succeeded to make students as my partner in assessment by assessing them according to what I teach them during every lesson. I know my students and I am sure they know very well of how I teach them and how I assess them in every lesson. It means the students already know my intention when I teach a lesson, and what I expect them to learn in order to do good on the test. But I have failed to make students as my partner when I change the timeframe for them to be tested. For example, two pop quizzes in every week to evaluate what they learned.