Learning to Love Assessment, Our Words Our Ways
Post a response to the readings: Based on these readings and your own experiences, reflect on your understanding of assessment in the classroom. What are you beliefs? Worries?
Response: 1. Our Words Our Ways — In reading this article I thought it was very interesting how the author(s) split up the types of assessment. Focusing heavily on authentic assessment teachers as well as students are able to much more then to “shake out a grade” which I think we as teachers and school systems are too focused on. We assess what we feel is important, not what the student may feel is necessary to be where they wanna be, especially if they already know what they plan to do with their life.
What also was interesting was they way we write assessments. The reading talks about students being able to assessments in places they feel comfortable, and that students should be able to have some choice in how they are assessed.
Many of the assessments I wrote and still write are done in similar fashion to one another. Set time period, set group of questions, set seating etc, everything is controlled or pre orchestrated by the teacher, thus giving the student little to feel comfortable about, especially those who fear or dread assessment.
One area however that I do disagree with on this topic is the idea of due dates. Students in today’s classroom are hardly ever forced to have due dates taken into account, and are rarely penalized for handing in late work. This I do not believe is fair, we are giving those who get their assignments nothing, while allowing others to hand in late work with no penalty. Also there are more than just Aboriginal students that hand in their work late, and many reasons for that.
2. Learning to Love Assessment —
The idea of all the things we think of teachers being from outside sources, outside of Education is so far off. We mimic what we think should be teaching due to things we have seen, heard, or been told to do, not what our students require. Students definitely are more engaged when students feel they are valued, and can contribute to what the teacher and class is doing in their own way. Students I believe want to be hands on learners and thus the over amount of philosophical teaching that is done makes assessment that much more difficult because students want to be doing what they learn, not just reading or writing it.
Teachers I believe are often too forced into worrying about doing whatever it takes to “fill in the box” as to what is supposed to be taught and what is actually meaningful to the students. This is a debate that isn’t going anywhere and I think it’ll be interesting to see how our school system handles it