If one is to approach their world with a growth mindset, whereby learning is an occurrence instant to instant, assessment transforms into an ebb and flow relationship between cause and effect. I established a love for single point rubrics in my first practicum. I see such a tangible relationship between their function and application to the proficiency scale, and I personally find them to provide an exceptionally clear method of outlining requirements, and expectations. Despite their time consuming nature, considering the amount of writing which goes into accurately personalising each rubric, I have found that students respond very well to feedback they are provided.
More recently, I have been extending my understanding of how conversation based assessment, in its variety of forms (self, peer, formative, summative, etc.), can compliment the fluidity of the classroom environment. I feel like the phenomenon of losing an essential element of tone through written communication is something that is becoming increasingly present in our daily interactions, and at least within the classroom this can easily be avoided through the simple act of conferencing and creating dialogue with the students in the class. I have found throughout my experiences so far that the most cohesive understanding of where each individual student is at as an individual, as well as the most holistic understanding of the ways our teaching methods are serving the classroom space as a whole, is through transparent conversation with each member of the whole team.
For me, and my understanding of assessment, if I am doing assessment correctly I should be, in the same way as my students, constantly reflecting and learning from those reflections. The best way I can tailor my practice to suit the needs of each unique group of students which I have the privilege of teaching is to remain reflexive, reflective, and focus on the relational elements that exist day to day. Giving students the agency to have an audible voice present in their assessment serves me in the maintenance of my educational standards, but more importantly yet, it honours those who trust me with the vulnerability of their developing minds.