Thank you with gratitude Professor Malou!

Thank you with very much!

With the grateful regards, I thank you all, my dear colleagues, group mates, classmates, friends and Professor Malou, for the great opportunity that I got from the course Principles and Methods of Assessment to learn the different type of assessment that will be beneficial to use in my personal and career life.

I have learned that one of the major factors to check the goals by using the assessment strategy, same with checking the students learning on how far they achieved from the learning objectives. Likewise, setting learning objectives not only applicable in school but also in personal life. Goal setting is a powerful process for thinking about our ideal future, and for motivating ourselves to turn our vision of this future into reality. Setting personal objectives help us choose where we want to go in life and knowing precisely what we want to achieve and where to concentrate our efforts. Why do we need to set goals? Because, setting goals gives long term vision and short term motivation. It focuses our acquisition of knowledge, and helps us to organize our time and resources so that we can make the very most in our life. We can measure and take pride in the achievement of our goals and this will be able to raise our self-confidence as we recognize our own ability and competence in achieving the goals that we have set.

There are times that we need to measure our achievements by high-stakes testing cause’s damage to our personality and education. Likewise, many students do not have a fair opportunity to learn the material on the test because they attend poorly-funded schools with large class sizes, too many teachers without subject area certification, and inadequate books, libraries, laboratories, computers and other facilities. These students are usually from low-income families, and many also suffer problems with housing, nutrition or health care. High-stakes tests punish them for things they cannot control. Grade retention has repeatedly been proven to be counterproductive. This will reflect to failure and mistake in assessment.

This subject enlighten me that we are responsible for our mistakes and failure and we need to be strong and set as example to the students on how we face failures and mistakes. Personally, I didn’t matter if I received a few hundred no’s, just as long as I received one yes. Students need to understand the same. Rejection, when looked at positively, can help us work harder in an effort to succeed. The reality is that when we do not prepare students for failure we are doing our students a difficulty. They must learn resiliency and how to move forward in the face of failure.

As an educator someday, we need to recognize that the problem for students is not that they make mistakes. The real problem is that teachers don’t use those mistakes to allow and promote learning. Because shame is currently attached to mistakes, students are afraid to take chances, explore, and think for themselves. As a clear example of how damaging this view can be, look at the face of most gifted and talented programs. In far too many schools, the students in these classes are not the most creative risk takers or unique thinkers. They are the students who scored the highest on standardized tests. Therefore, we label as gifted or talented the students who make the fewest mistakes. I believe that it’s a mistake to think of mistakes as something bad. When mistakes become learning opportunities, everything changes. Failure comes in many forms. It happens when students or educators try something new and it doesn’t work out the way they thought. These situations are a perfect time to learn how to deal with failure, or even better, teach students how to work through it. Failure can offer great learning lessons for us all if we choose to approach it with a positive attitude.

I have learnt a lot, not only assessing the students learning but also the way how to set my objectives in life which is considered a road to my goal and how failure affects students’ performance and behavior.