Assessment and Student Success

Assessment practices play a pivotal role in the educational journey. They gauge student comprehension, inform teaching strategies, and often shape students’ perceptions of their academic capabilities. In pursuing decolonizing education, we must consider how our beliefs about success and learning affect our approaches to student assessment. This chapter provides a platform to explore these beliefs, their origins, and their impacts on student assessment.

Educators’ beliefs about what makes a “successful student” often stem from their educational backgrounds, personal experiences, cultural norms, and the influence of a historically colonial education system. These beliefs can inadvertently color assessment practices, leading to biases that may not accurately reflect a student’s true learning or potential. For example, an over-reliance on standardized testing often privileges students with strong memorization skills, neglecting other forms of intelligence and learning modes.

Reflecting on common assessment practices in this light is the first step toward decolonizing our approach to student success. Consider the traditional written exam: it has long been the cornerstone of academic assessment, lauded for its perceived objectivity. However, this form of assessment often reflects a narrow definition of success, primarily favoring students who excel in test-taking conditions while leaving little room for those who might excel in practical or creative tasks. Such practices may contribute to a system that disproportionately rewards certain students while disadvantaging others.

To mitigate this, we must evaluate and consider multiple modes of assessment that can capture the breadth of student learning. By expanding our definition of “success,” we create an environment that values and recognizes diverse talents and skills, reflecting a truly decolonized approach to education.

One such mode of assessment is project-based learning, where students undertake a project over an extended period, usually as part of a group. This allows for the practical application of knowledge, fostering creativity, teamwork, and problem-solving skills—traits that are not easily assessed by traditional exams.

Oral presentations provide another example. They gauge a student’s understanding of a topic and measure their ability to communicate effectively, articulate thoughts, and engage with an audience. This mode of assessment could be particularly beneficial in fields where public speaking and persuasive skills are vital, like business or law.

Additionally, self and peer assessments encourage students to think critically about their own work and that of others. It also fosters a sense of ownership over their learning, which can increase student engagement and motivation.

Assessment portfolios offer another rich, holistic view of student learning, where students gather and reflect on their work throughout a course. They showcase student growth over time and can capture a range of skills and understandings.

Ultimately, diversifying modes of assessment ensures a more inclusive, comprehensive, and fair evaluation of student success. It allows students to demonstrate their understanding in various ways, honoring different learning styles and cultural backgrounds.

In conclusion, re-evaluating and diversifying assessment practices is a significant step towards decolonizing education at Montgomery College and beyond. We foster an educational environment where all students can thrive by aligning our perceptions of student success with inclusive, holistic assessment practices.

Decolonizing the assessment process and reframing the notions of student success are crucial components of a more equitable and inclusive educational system. Here are some key takeaways:

1. Rethink the traditional understanding of success: Success in education is often defined in a narrow, one-size-fits-all manner that may not capture the full scope of a student’s abilities or potential. It’s essential to broaden our understanding of what constitutes success, recognizing diverse talents, skills, and learning modes.
2. Reflect on current assessment practices: It’s important to consider whether traditional assessment practices, such as written exams, may reflect a narrow and biased definition of success. These practices may favor certain students while disadvantaging others, contributing to an inequitable education system.
3. Consider multiple modes of assessment: Diversifying the types of assessment can create a more inclusive, comprehensive evaluation of student success. This could involve project-based learning, oral presentations, self and peer assessments, and assessment portfolios. These modes of assessment allow students to demonstrate their understanding in various ways, accommodating different learning styles and cultural backgrounds.
4. Engage students in their assessment: Encouraging students to engage in self-assessment and peer assessment allows them to reflect on their learning and fosters a sense of ownership over their educational experience.
5. Showcase student growth over time: Assessment should not only focus on the end result but also a student’s progress and development over time. Assessment portfolios, where students gather and reflect on their work throughout a course, can provide a more holistic view of their learning journey.

In conclusion, decolonizing assessment practices and redefining student success is a vital step toward creating a more equitable and inclusive educational environment. By acknowledging and valuing diverse talents, skills, and ways of learning, Montgomery College and other institutions can ensure that all students have the opportunity to succeed and thrive.

Session 5 Slides

Issues and Challenges identified throughout each session:

Reliance on Standardized Testing: Many colleges rely heavily on standardized tests, which can neglect diverse skills and learning styles. Overcoming this reliance can be a significant challenge.

Moving Away from Standardized Testing:

– Explore and implement diverse assessment methods that cater to various learning styles.

– Provide training to faculty on alternative assessment methods.

Narrow Definitions of Success: Broadening traditionally narrow definitions of success to include diverse skills and competences can be challenging but is essential for a truly decolonized approach to student success.

Broadening Definitions of Success:

– Encourage faculty to recognize and value diverse assessment skills and competencies.

– Develop and implement an inclusive definition of student success considering a wide range of competencies and achievements.