Creating a Positive Assessment Loop

Guest post by Sara Walton, Reading Faculty

Why is assessment a dirty word? To understand the answer to this question I did some research and came to the conclusion that having a negative view of assessment stems from fear, anxiety, and failure (Kivunja 2015). Students’ impressions of assessment come from prior experiences with school and testing. If students had a negative experience they may fear taking assessments. Anxiety comes from not wanting to be judged incorrectly, so even if students study or learn a concept they become anxious if they believe the assessment will be confusing or about something other than what they learned. Failure stems from students having low self-esteem; when they take a test it may confirm this negative self-image. Instructors also have fear from prior experiences where they were judged incorrectly by their assessment results or by assessments they were given.

In order to make assessment into a positive experience for both students and instructors it is important to understand the impact a negative feedback loop has on assessment. According to Cathy O’Neil, author of Weapons of Math Destruction, a negative feedback loop occurs when the [assessment] model defines its own reality and uses it to justify the results (7). In other words, the assessment cycle is used without examining the data, looking for ways to improve it, getting feedback from all groups, and implementing change.

In order to combat the effects of a negative feedback loop I have created what I am calling a Positive Feedback Loop based on ideas from O’Neil’s book. The first point in the loop involves conducting an assessment and gathering the data. The second step is to examine the results to look for patterns, proficiency, and places for improvement. The third step is to get feedback from others. This feedback could come from other instructors, mentors, and even students. It is important for instructors to get input from students to make sure what we are using to assess makes sense to them. The next step is to use the feedback received to make improvements to the assessment tool. The last step is to apply what was learned during the assessment process in order to make changes to instruction based on the results of the assessment loop in order to become a more effective instructor.

The loop would then repeat, but with the new enhancements, so instead of thinking of it as a stationary circle, the loop is more like a wheel. To quote Albert Einstein, “Life is like riding a bicycle. To keep your balance, you must keep moving.” Assessment is also like riding a bike, you must keep moving forward to make a difference!