Reflective Assessment: Including Students in the Assessment Process

Over the last decade alternative assessment strategies have become an important part of the debate regarding the reform and restructuring of American education. The purpose of assessment should be to improve student learning, which means it should be integral to the teaching and learning process. For this to occur, a seamlessness needs to exist between teaching, learning, and assessment through which students are empowered to take increased responsibility for their learning. Reflective assessment grows out of strong theoretical roots including ancient Greek thought, the philosophy of John Dewey, and cognitive constructivist learning theories. Reflective assessment is a formative process through which students can experience assessment as a part of learning, rather than as a separate evaluative process. Reflective Assessment: Including Students in the Assessment Process Over the last decade alternative assessment strategies have become an important part of the debate regarding the reform and restructuring of American education. In contrast to the more familiar focus upon standardized testing, this discussion and inquiry has expanded to include the informal, ongoing, formative assessments that occur within the walls of the classroom. According to Wiliam and Thompson (2008, 59) three functions are served by educationa