What I Am Taking Away From This Course (My Final E-journal Entry)

Another round of enriching, fruitful and rewarding trimester with my e-classmates and Teacher Malou is soon to conclude. I have not imagined (again) the bulk of learning I have gained from this course. Not only did I have a deeper appreciation of the role of assessments in education, this course was an eye-opener in that it taught me that teachers should not take the creation of assessment tasks for granted. The role of teachers in effectively delivering instructions is as vital as their role of creating, administering and interpreting assessment tasks that prepare students for their life after school. Together, curriculum (my next course, hopefully under Teacher Malou again), instructions and assessments spell an effective education that will produce responsible, productive members of society of the next generation.

As a young student up until my college years, I have come to accept poorly crafted assessment tools to be true instruments of measuring learned knowledge. Maybe because I am uninformed of their weaknesses, or maybe because I have so often come across these types of assessments that I thought there was nothing wrong with them. And I am not only speaking about objective and essay types of exams, but assignments, projects, portfolios and practical exams as well. As a parent, I have experienced doing my children’s projects just because they were not prepared and trained by their teacher to do the task. I had my resentments against such tasks but I could not challenge the teachers because I thought it was their way of teaching the students to learn on their own, and it was I who gets in the way. When it came to written tests, I have actually copied the teachers’ styles of picking up test questions verbatim from textbooks. This was how I tutored and trained my children to prepare for exams, simply because I know the test questions would be crafted this way.

This course has changed my views of assessments for the better. I am now more informed of the guidelines of creating traditional and alternative assessment tasks that will help train students to develop critical or higher order thinking skills. I now know that assessment tasks are designed depending on their perceived purpose, and that the results could be interpreted not only for grading purposes but for the improvement of the education system as a whole. I was also enlightened on the fact that misaligned assessments could negatively impact students’ motivation to learn, therefore it is a must that teachers are always conscientious of this aspect of their pedagogy.

In conclusion, I am once again grateful to my teacher and e-classmates for all the learnings I gained this trimester. As a fitting sign of gratitude to them, I commit myself in putting all these learnings into practice when I finally become a classroom teacher. It’s the least I could do to pay them all back. Any imprint I’ll have in my students’ success will have their imprint also. Together, we shall make a difference.


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