Assessing the Assessment

  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


ECS 300 Blog 1: Learning From Our Students: Response

  • Questions: What do you agree/disagree with in this article?  What ideas resonated with you? What ideas did you find troublesome?  How does this article support/contradict your existing philosophy of teaching?

  • Answers

Agree: I believe that we should look to our students to get new ideas, and move forward with old ideas. I agree that often times students don’t have all the necessary components coming into the classroom to be ready to learn, whether it be jobs, home life, or other distractions that get in the way of learning. Some areas of study come easier to some while other frustrate others, even if they are trying to learn. I agree with the article stating that not every student can obtain the standard we set. Agree that things are often lost after a course is taken, especially if you struggle in the course. I agree we don’t give students the full tools in which they need to be successful in the area they are passionate about. “A youngster who does not need math for his or her planned vocation will lose little by satisfying minimal requirements and may gain a great deal through the freedom to pursue real interests.” — Spot on

Disagree: I believe that if you do try, you have a good chance of doing well. A significantly better chance you have if you try to learn then if you don’t. However I disagree with the idea of “trying” at something you are poor at won’t make it better, which is the feeling I get from this article. 

The whole idea of the article is pretty thought provoking and makes the reader step back and go “oh, you mean kids don’t like having a hard time learning something they have no interest in” Really? I think we do not give students enough choice in their high school courses and often times ram subjects don’t their throats just because we follow what history has done, not whats correct. That being said it has to be frustrating as well being the teacher that just can’t seem to get through to a student and give them that “magic bullet” that will allow them to grasp what they are saying. 

I find it somewhat troubling to think that education should be competitive in some way or another. Scholarships are based on highest marks, and things alike. Why is their such a competitive want to have the highest marks at whatever cost, why not just do your best and that is sufficient? 

I believe this article to support much of what I believe in education. That education should be designed for the students, rather than the students designed for the education they receive. This article makes great arguments to that of which education is currently being done wrong, and to that I have to agree. Education should be applicable for all, not easy for some, tough for others, and not enjoyable for more than we as teachers would like.

Tanner Brightman