Rethinking Assessment: How to Promote a Growth Mindset in Your Classroom

We’ve all seen it happen: a student looks at a grade, slumps in their chair, and quietly shuts down. For many students, assessment feels like the final word - a judgment of their ability. But what if assessment could do the opposite? What if it became a launchpad for curiosity, resilience, and deeper learning?

If we want to support all students in becoming confident, capable learners, we must reframe the role of assessment in our classrooms. Assessment shouldn’t simply measure learning; it should motivate it. That’s where a growth mindset approach comes in.

The Case for a Growth-Oriented Assessment Culture

Dr. Carol Dweck’s research on growth mindset has reshaped how we think about learning. When students believe their abilities can grow through effort and see feedback as essential to learning, they are more likely to embrace challenges and persist in the face of setbacks. 

But here’s the catch: assessment practices often send the opposite message. 

Traditional assessment systems tend to reward quick recall and correctness and discourage second chances. They often emphasize outcomes in the form of test scores over effort, rank students against each other, and provide little opportunity for self-reflection. It’s no wonder students begin to see their abilities as fixed and their mistakes as proof that they won’t succeed. 

To truly foster a growth mindset, we need to ensure our assessment practices reflect what we know about how learning happens: through iteration, reflection, and support. 

7 Strategies for Growth-Mindset Assessment Practices

Emphasize Progress Over Performance

Use formative assessments frequently. Not just to check for understanding, but to visibly track progress. Help students see learning as a process, not a pass/fail event. This helps normalize the idea that improvement is expected and happens through continued practice over time. It also helps students to view mistakes not as failures but as opportunities for learning. 

Allow Revisions and Retakes (with Guardrails)

Learning isn’t linear. Just as designers and engineers iterate on their products, students benefit from revising their work. When supported by clear expectations and meaningful feedback, revisions and retakes teach resilience and reinforces the value of effort. 

Integrate Reflection and Self-Assessment

Before you give feedback as the teacher, ask students to reflect on their own work. What strategies did they use? Where do they see improvement? This helps develop metacognition and a sense of ownership over the learning journey. 

Specific Feedback that Highlights Growth

Move beyond “right or wrong”. Instead use language that shows where a student has improved and what steps helped get them to where they are. For example, try feedback such as “Your analysis improved because you added evidence to your claims.” In addition, tools that visualize growth over time can help students reflect on feedback provided and see their progress more vividly. 

Reframe Feedback Around Process and Strategy

Focus on behaviors that students can control such as effort, use of a particular strategy, and time management. Celebrate perseverance and problem-solving. Highlight the power of revision and the growth seen across attempts. Normalize mistakes as necessary steps in learning, not personal flaws or lack of ability. Consider modeling this for your students by sharing how you adjust your teaching practices as you learn more. 

Give Students Choice and Voice

Allow students the opportunity to demonstrate their understanding in different ways, such as through writing, media, performance, or discussion. Let them co-create rubrics or set learning goals for themselves and with their class. This agency will increase buy-in and motivation, especially for students who feel disempowered by traditional forms of assessment.  

Reduce Competition and Focus on Mastery

Scoring systems that rank students can unintentionally shift focus toward outperforming peers instead of improving oneself. It can result in feelings of inadequacy for students who might be struggling. Instead, cultivate a culture that values individual progress and even collective learning when appropriate. 

The Big Picture: Assessment as a Tool for Learning and Motivation

Assessment isn’t just a classroom tool. It’s also a message. It tells students what matters, what is valued, and what is possible. When we align our assessment with practices that promote a growth mindset, we create a more inclusive and motivating learning environment. 

This doesn’t require a total system overhaul. Start small. Small, intentional shifts, such as allowing for revision, reframing feedback, or inviting student voice, can have a powerful cumulative effect over time. As educators, we can choose assessment practices that reinforce the belief that all students are capable of learning, growth, and worthy of a second chance. This is a big part of why we devote our careers to education in the first place. And, when students believe they can grow, they try. And, when they try, they truly learn.