I think the notion of transference is very accurate and relatable as I truly believe all of our past experiences play a role in shaping our present ones. It is easy to spot this transference when thinking of myself as a teacher; I have loved the way some teachers have taught me and plan to carry some of those strategies with me into my future classrooms. With that being said, I have also been in classrooms in which I did not like how the teacher taught and I know the ways in which I do not want to conduct myself as a teacher in the future. In these moments of not enjoying the way the classroom instruction has been conducted, I think these feelings of for a lack of a better word, resentment, carry into the assessment processes as well. I distinctly remember in physics 10 I struggled to grasp the content of the class, so when it came to written exam time… and if I managed not to fail, then I often just barely passed. I think some of that resistance to the classroom teacher and the instruction strategies they were using permeated into the poor perspective and performance that came with the assessments. It is very evident to me now, as a teacher-in-training, that instruction and assessment are closely linked.
In terms of less “traditional” forms of assessment, university has certainly had its moments of frustration for me. I have found that elementary and high school education was very ‘strict’ with the instructions/assignment outlines that they would give; creating the idea in my head that there was only one right way to get something done and if I did it in exactly that way, then I would get a good mark. However, I have found in university education classes, this idea of having only one ‘right’ way to do something, is being flipped on its’ head. I have had a few professors in particular that give a lot of leeway in their assignment instructions, and when I asked for more clarification or detail about how they wanted something done the answer they gave me was often “well, just do what works best for you”. Hearing this never helped, and generally resulted in more frustration. I am not used to having choice in what I think will give me the best outcome or what I believe makes most sense for me and my learning. When I am being presented with this freedom makes me nervous and unsettled, and honestly sometimes I would just rather somebody tell me what they want me to do, instead of having to decide myself.
This being said, I recognize from class and our readings that being provided with some academic freedom is beneficial for myself, and the professor. When thinking about Brown, Smith and Race’s book, 500 Tips on Assessment and my blog posts from weeks two and three, I can see that these proposed ways of assessment are able to fit my personal needs and contexts as well as take into account 21st century competencies. Additionally, Louis Volante’s suggestion of student-centered assessment in their article “Principles for Effective Classroom Assessment”, supports the benefits that can come from some academic freedom. Students being able to direct a portion of their learning processes is a great way to obtain student ‘buy-in’ and in many ways is more motivating for myself. In these situations, I know that I can do things the way that makes most sense to me, and still get a good mark.