Why do we assess?

In a recent edition of Campus Technology, Trent Batson asks this question.

"On the one hand, a good teacher is supposed to model the role of 'coach' by giving continuous, non-judgmental feedback to the learner. On the other (at least in this country), she or he also must periodically grade student performance for the record. The resulting role conflict has been blamed for everything from ritualized student behavior to grade inflation." (Peter Ewell, address at the 18th conference on assessment hosted by AAHE)

But, it's even more complicated than that for teachers, as we all know who have taught over the years or over the decades. Take the three examples of students I had during one year of a first-year writing class:

1. The "Big words will make me look like a good writer and impress the teacher" student.
2. The "Everything is relative" student who could not take a stand so could not develop an argument.
3. The "I'm smart but won't talk in class" student.

The "big words" student took 5 months to convince that people write to communicate and not to impress. I rewarded him for not using big words. The "everything is relative" student had to develop an argument why she should not fail the course; she did that quite well and I rewarded her for having an opinion. The "won't talk in class" student learned to contribute during the group chat sessions (on computers) we had in class for brainstorming: Her classmates recognized that she, in writing, was a natural class leader, she gained confidence, began talking in class, and her classmates regarded her very differently as the semester progressed.

All three students changed in ways that were profound and important for them. But this brings up a very important question: What do we know about those changes and what did the students think about those changes? How could I make one summative statement, the grade, about these three students that captured or even hinted at the valuable life lessons they had learned?

And now, for the rest of the story...