This semester changed how I think about assessment. Assessment, ugh, the word just has weight. It's interesting to think about how some words just trigger that feeling: assessment, exam, final, deadline. As described by the Oxford Dictionary, assessment is "A formal process of evaluation of a process or system, preferably quantitative but sometimes necessarily qualitative." (Oxford, 2025). The word itself isn't scary; it's a stigma of fear and failure; assessment is now more than measuring performance; it's a measure of growth, not perfection. 

One of the most significant shifts this semester came when the Discussion rubrics were updated. The 3-point scale left little room for nuance—if something wasn't perfect, students could drop to 60% even for minor missteps, and it felt harsh. The new scale reflects this philosophy. It gives me flexibility and allows me to reflect on student effort accurately. This small change is another key moment in my understanding of mentorship instead of micromanagement. 

Alongside this, I learned to assess student learning through their evolution and ongoing participation—some are straight shooters, some submit late, and everyone is different. Still, their process helps me understand their needs. 

Evaluating my approach, I've realized that I'm at my strongest when I take a moment to reflect. I've gotten way better at noticing when my comments are too vague or unhelpful; my ability to see arguments and point out suggestions has also developed. My conversation with the professor about student ideas, concerns, and topic shifts helped me understand how to support the environment better. 

Teaching in this role has made me more precise, responsive, and mindful of my actions. I still have a lot of room for growth, but I've built positive habits and am proud of that.