Reflective Assessment #2

The student’s role is to gather information, decipher it, filter it, determine relevancy, enabling the assessment to come full circle in relating information back to the professor.  The amount of assessments that a professor allows his/her students are proportionate to the assessments a student allows a professor.  It almost reminds me of a teeter-totter.  In order for an action to occur, a student or instructor has to first perform an action to stimulate a response/motion/progress.  That action is then reciprocated back through feedback.  A professor cannot successfully meet desired learning objectives if a feedback forum does not exist for the students.  Likewise for students – it is important students realize the power of their feedback and that they actively participate in self-assessments and metacognitive thinking in order to facilitate improved learning.  Students should use assessment as personal roadmaps to gauge their learning experience and decision making processes.  Students have everything to gain and nothing to lose from assessment!  Assessment facilitates self-evaluation that is crucial to any level of learning, which stimulates metacognitive approaches to improved expert learning and transfer.  Assessment also gives a student a voice, enabling motivation and confidence in the learning environment.