Formative Assessment

Introduction

              Assessment is not just a tool for measurement; it is a means of nurturing growth, guiding instruction, and supporting the development of the whole child. While I have long valued deeper forms of learning such as project work, creative expression, and student reflections, my graduate program at KU(University of Kansas) has broadened my perspective on how assessment can be used meaningfully. Through assignments focused on formative assessment and student-centered evaluation practices, I have come to see how embedding assessment into ongoing observation and instruction supports student growth and reflection far more effectively than standardized grading alone. My academic work in the M.S.Ed. program, along with my professional experience at Rekla Learning Studios, has affirmed the importance of responsive, authentic assessment practices that are aligned with learners' needs and contexts.

Philosophy and Foundations of Assessment

              My evolving philosophy draws heavily on Finnish pedagogy, where assessment is viewed as an ongoing, collaborative process that emphasizes formative feedback, child voice, and educator judgment over standardized testing. This reflection will explore how my coursework and real-world practice have shaped my understanding of assessments. I will examine how I plan, use, and analyze assessments to monitor progress, improve teaching, and create empowering learning environments for diverse learners.

Assessment Begins with Planning

              One of the most important lessons I have learned is that assessment should be embedded into the planning process, not added on after instruction. During the CT802: Curriculum Planning for Educational Settings course, I developed a thematic unit called All About Me as part of the Action Plan Project, which focused on social-emotional development and identity building. I chose observation-based assessments, photo documentation, and conversations with children as my primary tools, mirroring Finnish early education methods. Rather than using checklists or scores, I captured student learning through learning stories and narrative reflections, a widespread practice in Finnish ECE (Lipponen et al., 2018; Finnish National Agency for Education, 2016). Learning stories and narrative reflections support a wide range of outcomes, including self-awareness, language development, and emotional growth for children; reflective planning and responsive assessment for educators; and deeper insight and engagement for families, making them a powerful tool for holistic and equity-driven learning in early childhood settings.

Assessing Life Skills and Holistic Development

              In contrast to traditional learning outcomes often found in Saudi schools such as memorizing number facts or grammar rules, the Finnish curriculum emphasizes the development of life skills. Skills such as cooperation, self-regulation, and initiative are considered just as important as academic goals. These are assessed through observable behaviors, dialogue, and project-based learning (Sahlberg, 2015).

Culturally Aligned Assessment in ESL Curriculum

              In my culminating project for CT802: Curriculum Planning for Educational Settings, I designed English as a Second Language (ESL) units where assessments were aligned with both Saudi national standards and Finnish developmental benchmarks. The assessments included collaborative storytelling, oral presentations, and student self-assessments. These tasks allowed students to demonstrate language growth in meaningful contexts. This planning approach supports the Finnish value of child-centered learning and teacher autonomy, since teachers are trusted to adapt assessments based on learner needs, rather than rigidly applying external measures.

Multiple Forms of Assessment in Practice
             Throughout my coursework and practice, I have used multiple forms of assessment to meet diverse learning needs. These included:

• Formative assessments such as teacher observation, daily journaling, and reflection circles (used during SEL lessons and 21st Century Classroom activities) helped monitor student well-being, social-emotional growth, and engagement in ongoing learning.

• Performance-based assessments such as community interviews, recycled art exhibitions, and project presentations from my summer club work in Saudi Arabia measured students’ creativity, communication, and ability to apply their learning in meaningful, real-world contexts.

• Peer and self-assessments during collaborative planning projects like the School Improvement Plan project video encouraged metacognitive awareness, accountability, and constructive feedback on each participant’s contributions to group learning.

These assessment strategies not only provided insight into learning, but they helped foster voice and agency. In the Finnish model, students are viewed as active participants in their learning. The Finnish view of students as active participants in their learning aligns with the idea of participatory learning, which emphasizes shared responsibility, mutual respect, and the co-construction of learning experiences (Lipponen et al. 2018). Tools such as self-assessment forms, student-led conferences, and goal-setting activities empower students to reflect on their progress, something I have incorporated into my work through Rekla’s teacher training modules.

Bridging Cultural Gaps Through Assessment Reform

              In contrast, many Saudi classrooms I have observed, tend to rely on assessments that are heavily test-based, summative, and standardized. Parents and school leaders often expect clear-cut numeric results and ranking systems, making formative or process-based assessments unfamiliar. In my consulting work, I help bridge this gap by introducing authentic methods that align with local expectations while gradually shifting school culture toward more holistic practices. Clear communication with families is essential in this process; I often share research-based explanations, real-world examples, and student work samples to help parents understand the value of formative assessment and how it supports long-term learning.

Qualitative Assessment and Data Collection Practices

              Data collection in Finnish pedagogy is often qualitative and embedded in daily routines. In my teaching and training practice, I collect evidence through observation, student conversations, portfolio work, and anecdotal records. For instance, in the CT802 Reading Intervention Program, I used phonics checks, video logs, and weekly progress stories to track emerging readers. These informal, continuous measures gave a fuller picture of learning than traditional tests could.

              In contrast, in my English as a Second Language (ESL) curriculum planning project, I had to reconcile more formal assessment tools, such as the Common European Framework of Reference for Languages (CEFR) scales and rubrics, with the Finnish principle of minimizing standardized testing. To find balance, I designed performance-based assessments that allowed for creative expression and real-world language use, while still being measurable.

Balancing Data and Humanity in Assessment

              As Eisner (2002) wrote, “Not everything that matters can be measured, and not everything we can measure matters” (p. 578). This quote has become a touchstone for how I think about educational data. At Rekla Learning Studios, I coach teachers to use a balanced approach honoring both data-driven accountability and the deeper, humanistic understanding of learning that Finnish pedagogy promotes.  I also draw on the work of Vygotsky (1978), who argued that what a child can do with support today, they will be able to do independently tomorrow. They help educators identify strengths, needs, and misconceptions, allowing instruction to be adjusted and better aligned to each student’s progress and potential.

Consulting Applications and Professional Impact

              My work at Rekla Consulting involves helping educators design inclusive, authentic assessments that reflect their local contexts while drawing on best international practices. For example:

• In our Classroom Management Training, we discuss how behavior observations can be used as formative assessments to support SEL.

• In our Curriculum Workshops, we provide templates for creating learning portfolios, student reflections, and rubric-based self-assessments.

• In school improvement consulting, we help leadership teams build systems that value narrative feedback and teacher voice as much as numeric results.

This work reflects Finnish values such as trust in teacher autonomy, reduced emphasis on standardized testing, and assessment for growth rather than comparison (Sahlberg, 2015). Our consulting model encourages schools to develop assessment systems that promote equity and deeper learning.  When developing my School Improvement Plan (SIP) during coursework at KU, I used a wide range of data, standardized test scores, staff surveys, and observation summaries, to guide goals and strategies. While this data-driven approach was valuable, it also made me reflect on the differences between Finnish and North American accountability models. In Finland, SIPs are rare; schools are trusted to self-regulate, and feedback loops come from teacher discussions, student committees, and community dialogue (Finnish National Agency for Education, 2016). I now aim to merge these models promoting reflection-based growth without losing sight of valuable data.

Conclusion
             While my understanding of assessment has deepened during this program, I have always preferred methods that promote mastery, reflection, and authentic learning. My work at Rekla Learning Studios and through the M.S.Ed program has helped me name and refine this philosophy with greater clarity.  Assessment, to me, is not an endpoint, it is a tool for transformation, student empowerment, and meaningful connection.

              From Bruner’s (1960) spiral curriculum and Vygotsky’s (1978) zone of proximal development to Freire’s (1970) call for liberation through education and Tomlinson’s (2001) model of differentiated instruction, the theories I studied have helped shape a practice that honors each child’s unique growth. Finnish pedagogy has been a powerful guide in this process grounded in formative feedback, narrative assessment, and participatory learning.

              At Rekla Learning Studios, I continue to apply these principles by supporting schools in building systems that are culturally responsive and student-centered. I remain committed to refining my work with teachers, learners, and leaders around the world to ensure that assessment remains a reflection of what truly matters.

 

 

 

 

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                                                                                                            References

Bruner, J. S. (1960). The process of education. Harvard University Press.
Eisner, E. W. (2002). The educational imagination: On the design and evaluation of school programs (3rd ed.). Merrill Prentice Hall.
Finnish National Agency for Education. (2016). National Core Curriculum for Early Childhood Education and Care 2016.
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Lipponen, L., Rajala, A., Hilppö, J., & Paananen, M. (2018). Exploring the foundations of participatory pedagogy in early childhood

education. Pedagogy, Culture & Society, 26(1), 89–103.

Sahlberg, P. (2015). Finnish lessons 2.0: What can the world learn from educational change in   Finland? Teachers College Press.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.