Why Assessment Matters
When I began my journey in the B.Ed program at UVic, I honestly didn’t think much about the purpose of assessment. Like many students, I saw grades as simply a way to measure how well I “did” on an assignment. However, through my coursework, practicums, and conversations with instructors, I’ve come to realize that assessment is much more than just a letter on a transcript, it’s about fostering learning in a thoughtful, purposeful, and meaningful manner.
At UVic, every syllabus includes clear grading standards for a good reason. Academic rigor involves ensuring our work meets established expectations, and this can’t happen without precise alignment between learning outcomes and the activities we engage in.
I realized how often I’d previously completed assignments without thinking about the purpose behind them. Now, I try to ask myself, “What outcome am I showing evidence for?” This shift in mindset has helped me take more ownership of my learning.
My Experience with Formative and Summative Assessment
One of the most powerful things I’ve experienced in university is formative assessment. Whether it’s feedback on a blog post, a peer review, or a chance to revise a lesson plan draft, these moments have been where real learning has taken place.
I remember a moment during our EDCI course when I received feedback on a digital resource I had designed. At first, I felt frustrated because I thought I had done well, but when I stepped back, I realised the suggestions were helping me refine and sharpen my work. I made the revisions, and the final product was much stronger.
Summative assessment still plays a role; of course, it’s essential to see where we land after a unit or project. But I’ve come to appreciate that the final grade isn’t the whole story.
The Role of Self-Assessment in My Learning
This year, I was asked to self-assess one of my teaching units using a competency-based rubric. At first, it felt awkward to evaluate myself; shouldn’t that be the instructor’s job? But as I reflected on my goals, strengths, and challenges, I began to see how valuable this process was.I ended up recognizing pieces of work I felt proud of, not necessarily because they were perfect, but because they demonstrated growth. I also noticed patterns in where I struggled (for me, time management in group settings) and was able to discuss these openly in a follow-up meeting with my instructor. The experience reminded me that assessment isn’t something that happens to us. When done properly, it’s something we are actively part of.
Designing for Learning
As a future educator, I am increasingly considering how I will design assessments in my classroom. I don’t want students to fear feedback or view grades as the final goal. I want them to feel supported, guided, and empowered to reflect on their learning along the way.
Assessment isn’t just a checkbox on a rubric. It’s a tool for growth for both learners and instructors. It’s feedback, reflection, and iteration. When done thoughtfully and transparently, assessment builds trust, deepens understanding, and helps learners see how far they’ve come.
As I continue in my B.Ed. program and enter the classroom, I carry these lessons with me. I want my students to understand that learning can be messy, that feedback is a valuable gift, and that they have the power to show what they know.
