Chatper 15 Summary Post

Kelly K., Rachel D., Amanda B., Alexandra A.:

Alexandra, Rachel and I have absolutely no experience with assessment. So, reading the assessment material is something we all have been looking forward too. Alexandra first thought assessment would include testing, quizzes, homework, questioning them during the lesson, reading their expressions, participation, and interest. Teachers use qualitative tools such as observation, consultation, self or peer assessment, and focused analysis as defined in the book. Alexandra also feels by observing the way in which a child writes, listens, reads, and even speaks, can tell a teacher a lot. She stated that thinks assessments should be after reading the text. But does not really know what they really, specifically, are or how to put them into practice.

I basically focused on the different ways in which I thought assessment could be carried out. I thought the textbook gave great insight into how assessment helps not only the students’ but also the teacher learn more about her students’. I was intrigued by the quote in the text, “assessment must promote learning, not just measure it. (559).” I feel this is an important factor in assessment, especially in todays’ classroom. There is so much focus on passing tests and measure your skills that we kind of forget all the good things our students are capable of. For example, I have a student who is a wonderful reading but never let him know that because he does not do well in his math tests. I also thought the “Me Box” was a wonderful idea. I love being creative and making projects so I think this was a great for the kids to express themselves creatively using art, writing, and reading.

As for Amanda she had so much to say about chapter 15. If anyone is really interested you should check out her blog. She is a teacher so she mentions that in reading chapter 15 she found herself coming up short in her own self-assessment. She feels one quote can summarize her whole past year teaching. "Unless we match our beliefs with useful and developmentally appropriate practices, we are just going through the motions." She found herself giving “meaningless” observations out of habit because she never questioned their purpose. She touches on her own experiences how she keeps records of tests for back up against parents have complaints. I thought when she spoke on Parent Communication her example was at her own school as well. She has to write narratives on the students' report cards. Some parents have confessed that they don't read them, and the students' teachers in the higher grades confess they don't read them to inform their practice. She feels writing these narratives are a waste of time because some parents do not even take the time to read them. (HER POST WAS SO INTESTING, you should read)