{"id":25519,"date":"2025-08-19T05:00:00","date_gmt":"2025-08-19T12:00:00","guid":{"rendered":"https:\/\/www.nwea.org\/blog\/?p=25519"},"modified":"2025-08-14T10:05:55","modified_gmt":"2025-08-14T17:05:55","slug":"rethinking-assessment-objectives-with-tom-guskey","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2025\/rethinking-assessment-objectives-with-tom-guskey\/","title":{"rendered":"Are you going for mastery or mystery? Rethinking assessment objectives with Tom Guskey"},"content":{"rendered":"

\"\"This summer, hundreds of educators from around the world gathered in the (frankly sweltering) heat of New Orleans for our annual Fusion conference<\/a>. I\u2019m always excited to hear keynote speakers (who doesn\u2019t like a good TED Talk?), but sometimes, the specificity of the message rings particularly true. When Tom Guskey<\/a>, educator extraordinaire, took the stage, I was initially captivated by his Jeff Goldblum voice. Then, he shared that he studied under Benjamin Bloom (yes, that Bloom<\/a>). I sat up a little straighter. And once I truly tuned in, I realized I was listening to a warmly funny, deeply relatable speech about how we teachers\u2014all of us\u2014get the whole idea of assessment objectives just a little bit\u2026 wrong.<\/p>\n

\u201cI\u2019m not teaching this again!\u201d<\/h2>\n

Raise your hand if you\u2019ve ever cooked the same recipe twice. Keep it up if you had to look at the recipe that second time.<\/p>\n

I\u2019ve cooked the same exact coconut oil chocolate chip cookies every month for the past five. And I still have to look at the recipe. That is a project-based learning experience, and I\u2019m an adult. What if my cookbook frustratedly yelled at me, \u201cI\u2019m not teaching this again!\u201d<\/p>\n

During his keynote, Guskey asked us, what if we stopped treating assessment like a high-stakes, winner-takes-all guessing game and started treating it like practice? What if we stopped designing assessments that mimic a casino more than real life jobs, relationships, and experiences?<\/p>\n

Teachers, drop the ego<\/h2>\n

Teachers, keep your hands up if you\u2019re ever triumphantly \u201cstumped\u201d your students on an assessment question.<\/p>\n

Guskey\u2019s Wicked Witch of the West impressions of \u201cThey didn\u2019t see that one coming!\u201d had the audience laughing out loud because we all felt so lovingly called out. I was sitting toward the back of the room chuckling to myself as he confessed that he, too, once crafted test questions based on obscure textbook captions, something I\u2019ve absolutely done myself.<\/p>\n

But what are we really assessing in those moments? Not understanding, but cleverness. Not mastery, but memory tricks.<\/p>\n

Guskey was clear: If students are surprised by what\u2019s on an assessment, that\u2019s not on them. That\u2019s on us. Our impact isn\u2019t measured by what we\u2019ve covered; it\u2019s measured by what students actually understood. That mindset shift requires a different view of what counts as fairness. It also requires humility.<\/p>\n

Guskey also asked the room if we\u2019d ever taught a lesson where we felt \u201con.\u201d Where we thought, \u201cAw, man, I wish the principal had stopped by for that one!\u201d And then, when it came time to assess what our students learned, we realized that maybe things didn\u2019t go as well as we thought. Teachers, I\u2019ll say bluntly what Guskey said nicely: It\u2019s time we join the real world where our constituents determine our success, not our feelings of our own performance. And, yes, that\u2019s pretty humbling.<\/p>\n

Reteaching isn\u2019t failure. It\u2019s the job.<\/h2>\n

Picture something you really know, deep in your bones where your hands can just do it\u2014whether it\u2019s throwing a frisbee or the steps of your skin care routine\u2014and answer this: How many times have you done it? And how many times, at the start, did you falter?<\/p>\n

This is the second thing Guskey taught me: Reteaching isn\u2019t something we should be ashamed of\u2014or worse, better than. It\u2019s the job.<\/p>\n

When students need support, we can\u2019t just say \u201cthe same thing louder and slower\u201d and call that differentiation. Real reteaching means doing it differently, and doing it regularly, that is, shifting the approach, not just repeating the script.There\u2019s often pushback here: \u201cBut it\u2019s not fair to the kids who got it the first time!\u201d Guskey challenged that assumption by asking us to look at other professions:<\/p>\n

    \n
  • Surgeons don\u2019t start their first operation on a living patient<\/li>\n
  • Pilots don\u2019t learn to fly in a real cockpit<\/li>\n
  • Lawyers begin as assistants, working their way up alongside mentors<\/li>\n
  • Hairdressers don\u2019t start on paying customers. They practice on wigs or themselves (Yikes)<\/li>\n<\/ul>\n

    Everyone gets to practice. Everyone gets to mess up in a low-stakes environment before they\u2019re expected to perform under pressure. Why would we expect less of students? Why do we think the ability to get something right on the first try is the ultimate indicator of learning?<\/p>\n

    For as much as we talk about preparing students for the \u201creal world,\u201d it doesn\u2019t seem like we\u2019re honest about what that means.<\/p>\n

    Make the assessment the practice<\/h2>\n

    I\u2019m currently reading The Will of the Many<\/em>, which, like all good sci-fi\/fantasy involves Exceptional Students\u2122 at the Exceptional Student School\u2122. In this plot, the summative assessment is running a labyrinth. Any idea how the kids train for this final assessment? They run the labyrinth. Every day. So when it comes time for the \u201ctest,\u201d they\u2019re ready.<\/p>\n

    That\u2019s the kind of alignment we need to aim for. When assessments become a form of consistent practice\u2014clear, transparent, and embedded in everyday learning\u2014students aren\u2019t guessing what matters. Instead, they\u2019re invited into the learning process as partners, not tricked into it as contestants.<\/p>\n

    And when students make mistakes, that\u2019s not the end of the road. That\u2019s the middle of the cycle. As Guskey said, the real work begins in the correction, like when athletes watch playback of their most recent games. \u201cYou learn more from a bad performance,\u201d Guskey said. In the do-over. In the pause-and-try-again.<\/p>\n

    What doesn\u2019t work about formative assessment, and why stickers do<\/h2>\n

    \u201cIf students know they\u2019ll get a second chance, won\u2019t they just stop trying the first time?\u201d Guskey had a smart and refreshingly honest answer to this fair teacher question. We often ask students to be driven by intrinsic motivation alone, as if that\u2019s a natural state for everyone. But let\u2019s be honest: most of us like a little recognition. Most of us work because we\u2019ll get paid. Most of us expect our supervisors to acknowledge our hard work.<\/p>\n

    Incentives aren\u2019t a sign of weakness. They\u2019re a sign of humanity. We mirror the real world when we offer incentives to our students. It\u2019s normal for all humans, and it\u2019s certainly developmentally appropriate for kids and teenagers.<\/p>\n

    But why are we so obsessed with negative incentives\u2014and almost zero positive incentives? If you don\u2019t believe me, ask students what will happen if they fail, versus if they succeed. If students \u201cfail,\u201d they could:<\/p>\n

      \n
    • Suffer a stern conversation, a visit to the principal, a phone call home, a suspension, or an expulsion<\/li>\n
    • Be held back a grade, which is embarrassing<\/li>\n
    • Go to summer school, which sacrifices their free time<\/li>\n
    • Miss out on recess or field trips<\/li>\n
    • Lose their devices<\/li>\n
    • Get grounded<\/li>\n
    • Have to sit in certain undesirable classroom locations, like near the teacher<\/li>\n
    • Be punished with extra work<\/li>\n<\/ul>\n

      If they \u201csucceed,\u201d they:<\/p>\n

        \n
      • Get a good grade<\/li>\n<\/ul>\n

        The very fact that we have more heavily weighted tangible punishments in place shows we believe that students respond to tangible things. And yet we only rely on the highly sophisticated intrinsic motivation as the positive. Couldn\u2019t we make the list of positive reinforcement just a little bit longer?<\/p>\n

        Let\u2019s revisit the initial question: How do we motivate students who 1) know they\u2019ll get a second chance without 2) having that second chance be a punishment? Maybe we scale the rewards, instead of scaling the punishments.<\/p>\n

        Guskey shared an anecdote from his graduate teachings. One colleague of his began printing certificates of mastery on two different sized papers. First attempt? Big paper. Second? Still mastery, just smaller. Everyone was skeptical. \u201cThese are adult grad students!\u201d they said, incredulous. And, of course, it worked. So Guskey began giving his grad students stickers on their papers, and that worked, too. These grown adult learners cared.<\/p>\n

        Longing for recognition isn\u2019t childish; it\u2019s human. It\u2019s connective. We\u2019re not saying ditch rigor. We\u2019re saying prioritize rapport. A certificate of mastery or sticker (even a silly one) can go a long way.<\/p>\n

        Teach like the real world works<\/h2>\n

        Teachers, let\u2019s get clear on our assessment objectives: Are we trying to push kids off a cliff and hope they fly on the first takeoff? Are we trying to catch kids who haven\u2019t read the footnotes? Or are we trying to teach kids that practice is a good thing, learning isn\u2019t scary, and we\u2019re proud of them regardless of their learning schedule?<\/p>\n

        If we want kids to be lifelong learners, we have to stop making them afraid of getting it wrong. We have to ensure they are:<\/p>\n

          \n
        • Unscarred<\/strong> by learning moments<\/li>\n
        • Understanding<\/strong> of what real-world learning is<\/li>\n
        • Unafraid<\/strong> of making mistakes\u2014because that\u2019s where the actual learning occurs<\/li>\n<\/ul>\n

          If the real world gives second chances\u2014and it does\u2014shouldn\u2019t we?<\/p>\n","protected":false},"excerpt":{"rendered":"

          This summer, hundreds of educators from around the world gathered in the (frankly sweltering) heat of New Orleans for our annual Fusion conference. I\u2019m always excited to […]<\/p>\n","protected":false},"author":183,"featured_media":25523,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_yoast_wpseo_metadesc":"At the 2025 NWEA Fusion conference keynote speaker Tom Guskey explored how educators can rethink assessment objectives to meet student needs.","footnotes":""},"categories":[559],"tags":[619,637],"grade_level":[830,831,832,833],"product":[],"theme":[],"coauthors":[{"id":183,"name":"Kailey Rhodes, NWEA","link":"https:\/\/www.nwea.org\/blog\/author\/krhodes\/","avatar_urls":{"24":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif","48":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif","96":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif"}}],"acf":[],"yoast_head":"\nAre you going for mastery or mystery? Rethinking assessment objectives with Tom Guskey - Teach. Learn. 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