Affective Assessment

When it comes to the growth mindset, I first encountered it at the first residency for the MAT program. The conclusion that I came to is that while the growth mindset is meant to  allow for us to “thrive on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities”, this mindset is a lot easier said than done (Dweck, 2015, p. 1 ). In life, we learn from our mistakes and are supposed to be better people because of it. However, I am also sure that if it feels as though nothing is going right at the time, it is easier for one to think that maybe things will always be this way. I am seeing that especially with students that it is increasingly difficult to keep students in that growth mindset when they may have experienced consistent failures on test because  the studying techniques they are using are simply not working.

In times like these, it is extremely important that one establishes solid relationships with students. If one has a good relationship with their students, that will make things easier in terms of the students keeping their motivation high and optimistic that they will continue to grow in their learning. I think times like this it is increasingly important that were are doing everything that we can to support our students because without that support some students may shut down and over time it will hinder their ability to continue learning especially towards the end of the year when state testing and modified schedules are happening. To use affective assessment in the classroom, I have students fill out a reflection sheet each quarter so that I am able to see specific concerns and goals students have so thar I can address any concerns they have so that students feel as though they are in a safer place to reach those goals.

Reference:

Dweck, C. S. (2015). Mindset: The New Psychology of Success. Ballintine Books.