It has caused me to be more aware and thoughtful on mapping out a strategy when assessing students. I generally don't give formative assessment a lot of thought. I can question and judge whether or not to continue on or back up and review various lessons. But I like the idea of students creating a progress rubric and involving them more.
Assessment involves planning and implementation of a guided plan and focus for learning. Moving away from traditional paper and pencil tests to a variety of assement strategies provides opportunities for different types of learners to experience success. This module has provided ideas and methods for using project rubrics, checklists, and reflection that can be culuminating activities.
Many studnets do not succeed with paper pencil assessments. This type of assessment will be more broad that will allow different types of students to be successful. This module has helped me identify many different rubrics, checklists and reflection tools.
As teachers we know that students all have different or combined modalities of learning. Using alternate assessments (I know, an old buzz word) can ensure that all types learners achieve.
It has made me think about developing my units to match the assessments, versus developing the units before the assessment. Everything needs to be corelated. Also, it has made me think about including more specific assessments throughout the unit.
First of all, it is very different for teachers because we are used to leading students through class and doing paper/pencil tests for assessments. I think rubrics are a fair way to evaluate students, because not all kids learn the same way or progress at the same rate. It levels the playing field for them, which I like. Regular tests are still a valid part of assessing student knowledge, but it is much better to have other possibilities. With student centered learning, the onus will be on the kids to be more motivated, stay on task, and do their best. They will also know better what to expect because of the pre-unit diagrams, discussions, etc.
It has most specifically forced me to focus on my assessment tools more than I have in the past. I have been overwhelmed with the preperation of lessons and the more informal assessments along the way to really focus on creating really good assessments. i plan to focus on this aspect more in the future.
Student centered assessment provides more guidance and feedback for the student. Both rubrics and checklists not only help the student but are beneficial for the teacher communicating to the parent. Particularly if students do poorly for me, I make a copy of the rubric to keep to show the parent if ever questioned about a grade. I also tend to make notes on it as far as dating when items have been completed or list parts that may be missing.
I think student centered assessments will make the students more accountable. I like the idea of using a checklist and having students check off their progress.
Going 'back' to backward design, I can see myself restructuring my procedures/expectations and activities by what I want the students to be able to do/meet CSO's. It will be more work for me to make rubrics and checklists to start with, but once the students are familiar with checking their own work and progress, things will move smoothly.
It has opened my eyes to the fact that it is very important to be constantly assessing my students throughout a unit. The old paper-pencil testing doesn't always accurately assess my students' depth of knowledge. Also, if I'm assessing throughout the unit, I can detect if a student is having problems before we get too far ahead. This class has also made me aware of many different types of assessments.
Students can better now what was expected of them on a project. It will show what the students have grasped and what they have not. If teachers continually assess students they have a better chance of making sure that students learn what is being taught.
I believe that self assessment is good for the students. They will be honest with other students in assessing each other, and honest in assessing themselves. There are always those students who neither care if they're doing it correctly nor want to do it correctly. These students hopefully would want to do it as well as others when they see what the rest of the class is doing.
I realized that my thoughts about assessments are mostly centered around assessing student learning as a tool for me to report their progress and guide my teaching. Sometimes I forget that by making the assessments like rubrics ahead of time, I am creating an objective way to score a project and by sharing it with students I am giving them a target to shoot at.
The previous comment that was "posted by Roger" was actually me (Julie Davis). I didn't realize I was signed in as my husband. Oooops! Here it is again: realized that my thoughts about assessments are mostly centered around assessing student learning as a tool for me to report their progress and guide my teaching. Sometimes I forget that by making the assessments like rubrics ahead of time, I am creating an objective way to score a project and by sharing it with students I am giving them a target to shoot at.
well, we do use rubrics, so that students can monitor their own progress in an ongoing manner, so that is good.... along with setting up your criteria early, thus leveling the objectives all around
It has caused me to be more aware and thoughtful on mapping out a strategy when assessing students. I generally don't give formative assessment a lot of thought. I can question and judge whether or not to continue on or back up and review various lessons. But I like the idea of students creating a progress rubric and involving them more.
ReplyDeleteAssessment involves planning and implementation of a guided plan and focus for learning. Moving away from traditional paper and pencil tests to a variety of assement strategies provides opportunities for different types of learners to experience success. This module has provided ideas and methods for using project rubrics, checklists, and reflection that can be culuminating activities.
ReplyDeleteMany studnets do not succeed with paper pencil assessments. This type of assessment will be more broad that will allow different types of students to be successful. This module has helped me identify many different rubrics, checklists and reflection tools.
ReplyDeleteAs teachers we know that students all have different or combined modalities of learning. Using alternate assessments (I know, an old buzz word) can ensure that all types learners achieve.
ReplyDeleteIt has made me think about developing my units to match the assessments, versus developing the units before the assessment. Everything needs to be corelated. Also, it has made me think about including more specific assessments throughout the unit.
ReplyDeleteStudent assessments are easy, rubrics can be confusing.
ReplyDeleteFirst of all, it is very different for teachers because we are used to leading students through class and doing paper/pencil tests for assessments. I think rubrics are a fair way to evaluate students, because not all kids learn the same way or progress at the same rate. It levels the playing field for them, which I like. Regular tests are still a valid part of assessing student knowledge, but it is much better to have other possibilities. With student centered learning, the onus will be on the kids to be more motivated, stay on task, and do their best. They will also know better what to expect because of the pre-unit diagrams, discussions, etc.
ReplyDeleteIt has most specifically forced me to focus on my assessment tools more than I have in the past. I have been overwhelmed with the preperation of lessons and the more informal assessments along the way to really focus on creating really good assessments. i plan to focus on this aspect more in the future.
ReplyDeleteStudent centered assessment provides more guidance and feedback for the student. Both rubrics and checklists not only help the student but are beneficial for the teacher communicating to the parent. Particularly if students do poorly for me, I make a copy of the rubric to keep to show the parent if ever questioned about a grade. I also tend to make notes on it as far as dating when items have been completed or list parts that may be missing.
ReplyDeleteI think student centered assessments will make the students more accountable. I like the idea of using a checklist and having students check off their progress.
ReplyDeleteGoing 'back' to backward design, I can see myself restructuring my procedures/expectations and activities by what I want the students to be able to do/meet CSO's. It will be more work for me to make rubrics and checklists to start with, but once the students are familiar with checking their own work and progress, things will move smoothly.
ReplyDeleteIt has opened my eyes to the fact that it is very important to be constantly assessing my students throughout a unit. The old paper-pencil testing doesn't always accurately assess my students' depth of knowledge. Also, if I'm assessing throughout the unit, I can detect if a student is having problems before we get too far ahead. This class has also made me aware of many different types of assessments.
ReplyDeleteStudents can better now what was expected of them on a project. It will show what the students have grasped and what they have not. If teachers continually assess students they have a better chance of making sure that students learn what is being taught.
ReplyDeleteI believe that self assessment is good for the students. They will be honest with other students in assessing each other, and honest in assessing themselves. There are always those students who neither care if they're doing it correctly nor want to do it correctly. These students hopefully would want to do it as well as others when they see what the rest of the class is doing.
ReplyDeleteI realized that my thoughts about assessments are mostly centered around assessing student learning as a tool for me to report their progress and guide my teaching. Sometimes I forget that by making the assessments like rubrics ahead of time, I am creating an objective way to score a project and by sharing it with students I am giving them a target to shoot at.
ReplyDeleteThe previous comment that was "posted by Roger" was actually me (Julie Davis). I didn't realize I was signed in as my husband. Oooops! Here it is again:
ReplyDeleterealized that my thoughts about assessments are mostly centered around assessing student learning as a tool for me to report their progress and guide my teaching. Sometimes I forget that by making the assessments like rubrics ahead of time, I am creating an objective way to score a project and by sharing it with students I am giving them a target to shoot at.
well, we do use rubrics, so that students can monitor their own progress in an ongoing manner, so that is good.... along with setting up your criteria early, thus leveling the objectives all around
ReplyDelete