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Share an experience that you have had with assessment, either as a student or as an educator.
Describe how the experience made you feel. Consider both positive and negative emotions. Include references citation format is APA, 400 words
As a student, I have had several experiences with assessment. The most significant of which was taking the SATs. Taking this exam was incredibly stressful and nerve-wracking for me; it felt like my entire future hinged on how well I performed that day. On one hand, there were positive emotions associated with studying for the test and being able to see tangible results from all of my hard work. Having a clear goal in mind allowed me to focus on achieving it, and I was proud of myself when I saw improvement in my scores over time.
On the other hand, taking the SATs also made me feel incredibly anxious and overwhelmed because it seemed so high stakes. My self-esteem suffered as I saw other students who seemingly outperformed me without having to put in any additional effort or work. Although this feeling of inadequacy was painful at times, it did motivate me to study even harder in order to improve my scores and succeed academically (Bouffard & Paton 2017).
In addition to feeling stressed about taking these tests professionally administered by an outside agency such as collegeboard, I experienced similar feelings when assessments were given by teachers throughout middle school and high school; however these exams were administered differently than standardized tests since they were based more on classroom performance but still weighed heavily on our grades overall. In this case too there were positive emotions such as accomplishment after finishing assignments or getting good marks on quizzes but also negative emotions due to comparison between peers or fear of failure if we did not do well (Callaghan et al., 2018). These experiences helped shaped my understanding that assessment is essential for gauging progress against goals set out but can be extremely daunting if taken too seriously; therefore although assessments are important they should never become so overwhelming that you cannot enjoy learning anymore (Lane 2016).
Bouffard T., & Paton V.(2017): Emotion Regulation Strategies Used by Low SES Students during High Stakes Testing: A Qualitative Study Journal Of Advanced Academics 28(3), pp 166–187 DOI: 10.1177/1932202X17674498
Callaghan P., Titman D., McAllister J., Lane D.: (2018): Reviewing Student Performance: Analysing Assessment Practices from Junior Cycle Science Classrooms International Journal Of Science Education 40(15), pp 2133–2152 DOI: 10.1080/09500693.2018 .1481222
Lane D.:(2016): Developing Self Evaluation Skills Through Assessment For Learning Pedagogy Teaching And Teacher Education 58 ,pp 1–13 DOI: 10.1016/j .tate .2016 .06 .011