After reading the article from our last class, please post a key point that served as an "Aha!" for you professionally. We will also be using this article as a springboard for discussion at the start of class Tuesday.
Happy reading!
Subscribe to:
Post Comments (Atom)
4 comments:
I thought that this article had a lot of great key points, but one that really stood out for me was in Understanding 2. It said that giving students feedback seemed to be more productive then giving them grades. I agree with that 100 percent. If a student does not get the grade that you would like them to, you need to show the student what they did wrong and also how to fix the problem. I also agree with Understanding 4. Informative assessment isn't seerate from the curriculum. Assessment is what should be used to help drive your instruction.
Being a first year teacher there were several things that stood out in my mind especially Understanding 4. It is important to remember so that assessment is used to drive the instruction, as well as become a part of it. Assessment should be ingrained in the learning and curriculum building process. I know that this will get easier every year. There are many things that have to happen in a classroom for informative assessment to be successful. Making assessment a partner with the curriculum is something that takes time, effort and a realization on the teacher's part in the learning process.
In an ever-changing, frantic tempo world, our students need Understanding 10. Sure there are fundamental knowledge and skills our students need, but we cannot predict what the future holds. If making students "life-long learners" is not an empty phrase, then they also need to be life-long self-assessers. How can we design an assessment for effective technology use on a technology that has not been invented yet? If we teach our students how to assess themselves, then they can determine how to or whether they are effectively making use of the technology. As adult learners, isn't that how we grow? We determine what abilities we have and where we are lacking, and then we find a way to fill the void, while reflecting (assessing) our way through the process.
Aaagh! I posted to our last "assessment" blog last night, and now it's all gone! Here's a quick summary of my input: I'm not crazy about "backward planning" or "backward design" because it limits spontaneous or creative inquiry by both teacher and student. All lessons must be "by the assessment," or results don't measure up. The idea is well-intended, but many times impractical.
Post a Comment