A Mindset Shift: From Assessment as Evaluation to Assessment as Learning

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Assessing Digital Learning and Instruction (5315) completely reframed how I think about assessment. Before this course, assessment felt like something I “had to do”—a check for understanding or a grade to record. But through our readings and reflections (Fink, 2013), I began to see assessment as learning, not just of learning. That small shift made a huge difference, especially in the Pre-K classroom where learning is often play-based and fluid.

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In PreK, I started embedding more formative, student-centered tools—even in developmentally appropriate ways. Instead of just documenting what students can or can't do, I now ask them to show or explain their learning in ways that feel natural. For example, we use photo journals where students take pictures of their work and explain it during circle time. We also use simple “thumbs up/thumbs sideways” reflections after activities to gauge how they felt about their learning. I’ve even started using audio recordings where students talk about their artwork or play choices, which provides rich insight into their thinking.

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It’s not about “catching mistakes” at this age—it’s about building confidence and ownership. Even four-year-olds can reflect on their choices and begin to self-assess when given the right tools and language (Fisher & Frey, 2014). These small strategies help them develop a voice in their learning journey, which is so powerful to witness.

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Designing Digital Learning with Intention and Heart

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Resources for Digital Environments (5317) challenged me to rethink how I design instruction—even in a traditional Pre-K classroom setting. I was especially inspired by the Universal Design for Learning (UDL) framework, which encouraged me to build more flexibility, choice, and accessibility into my daily routines (CAST, 2018). With Pre-K learners, that meant offering multiple ways for students to engage, express themselves, and explore content. For example, during our transportation unit, students could choose between building with blocks, painting, using dramatic play, or interacting with simple digital tools like interactive whiteboard games. Each choice met the same objective but allowed children to connect with the material in ways that were meaningful to them.

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This course also helped me reframe what innovation looks like in early childhood education. While I’m not in a hybrid or fully digital classroom, I still found powerful ways to incorporate digital tools to enhance learning—like using Seesaw for family engagement, recording student storytelling with voice memos, or using visual schedules on the smartboard to support independence and routine.

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Harapnuik’s (2025b) Prezi presentation, Reignite the Learner’s Mindset, reminded me that innovation isn’t just about technology—it’s about shifting how we see learners. In Pre-K, curiosity is already abundant, but it’s our job to nurture it by offering voice and choice, even at this early age. This course helped me see that digital resources and thoughtful design can empower even our youngest learners to be creators—not just consumers—of their educational experiences (Harapnuik, 2025a).

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Learning Together: Shoutout to My Base Group!

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I’ve got to give a huge shoutout to my base group—Katelyn O'Quin, Ann Zastryzny, Veronica Mata, and Jackie Bittner. We were in constant communication on GroupMe, Padlet, and through text messages, encouraging each other, asking tough questions, and sharing resources. I loved how we pushed each other to think deeper.

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I often found myself in the role of the encourager and question-asker. Whether it was starting a Padlet about multimedia strategies or leading a conversation on balancing data privacy with digital assessments, I felt like I was truly contributing to our collective learning. That authentic collaboration was one of the most energizing parts of these courses.

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Owning My Growth (and My Gaps)

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No learning journey is perfect, and I’m definitely still growing. One area I want to work on is posting earlier in the forums. I always met deadlines, but I realized that posting sooner would’ve given my peers more time to engage with my ideas. I also want to get better at documenting how I revise based on feedback—those iterations matter, and I want to make that process more visible in my portfolio.

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Another thing I noticed: I could’ve done a better job tying everything back to my district’s goals. Mansfield ISD is doing some amazing work around personalized learning, and I wish I’d made more direct connections between what we’re learning here and what’s happening in our schools. That’s something I plan to build into future reflections and projects.

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Why This Score Feels Right

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Here’s the bottom line: I showed up fully. I read every article. I participated in every forum. I revised my work thoughtfully based on feedback. I offered my peers specific, meaningful comments and asked real questions that sparked discussion. I didn’t just go through the motions—I leaned in and learned alongside some incredible educators.

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Taking these two courses at the same time was like assembling a puzzle—the pieces of instruction and assessment came together to form a bigger picture of what digital learning can and should look like. I’m walking away not only with tools and strategies but with a deeper purpose and clarity in my teaching.

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That’s why I’m proud of my score of 94. It reflects my commitment, my growth, and the exciting path forward.

 

References

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CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org

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Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd

ed.). Jossey-Bass.

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Fisher, D., & Frey, N. (2014). Checking for understanding: Formative assessment techniques for your classroom (2nd ed.).

ASCD.

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Harapnuik, D. (2025a). Learner’s mindset explained. Harapnuik.org. Retrieved from https://www.harapnuik.org/?p=8705

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Harapnuik, D. (2025b). Reignite the learner’s mindset [Prezi]. https://prezi.com/view/WNrNvvkVm9HnRi9jnsAj/