Ch.4 Ongoing Assessment

Chapter 4 expresses the importance of ongoing assessments. Nowadays teachers are learning how to perform classroom assessments to meet the needs of all their students through interviews, observations, and classroom conversations. Another way teachers are determining what a student needs is by administering surveys. This could tell a teacher how the student feels about the subject and let the teacher know what motivate the student to learn. In my experience, each child has different interest and have their own pace. A good example of how to create questions for a classroom survey is Figure 4.5 on page 93. Thus teachers and administers have realized that assessments should be “diverse and happening all the time” as stated on page 85. One experience I had is that I was not motivated about the subject I was learning about. The teacher did not take my interest into consideration. As a result, I did what I had to do just to pass the class. Knowing how I felt in this situation, I realized that assessments should be diverse and motivate all students.

The most important thing about assessing students is to know if they understand the content area they have learned about. One of the best ways to do so is perform a content area reading inventory. This way the teacher can observe and monitor what the students are doing. These is essential important because proficient readers often “ignore large chunks of important text information to the detriment of the meaning” as stated on page 100. However, your other students may not be engaged in the content area. In another attempt to find out if students are grasping the information is by teachers giving classroom tests. In order for a test to be well designed, it must be measurable and reliable. However, some teachers make the learning authentic which means that they connect their students’ everyday lives with the content that they are learning. Tips to creating good test are stated on page 100-102. When I was in grade school, when a teacher made my learning authentic, I would remember that piece of information. It became very usual information for me. I can remember using the information to perform certain task and actually enjoyed showing others what I learned in class. One of the most popular ways to assess content area now is the grading of portfolios. I like portfolios because it can give the students’ an opportunity to monitor their own learning. They can also refer back to the portfolio and add additional experiences. However, from experience I have noticed that many teachers do not grade portfolios correctly and often have students compile a bunch of their work and the teachers will grade them on neatness. On page 107, I think it is a really good idea to have students write a small summary on why that piece of classroom work was important in their learning process. This will make learning authentic and have the students to use their critical thinking skills.

Some very controversial assessments in schools are mandated test. These test do not meet the needs of all students. Many students are held behind because they are exit examinations for them to complete school. In my opinion, I think that this is somewhat wrong. For instance, what if you have a student that has made all A’s all the way through school. The student has test anxiety and completely fails the test. Should this determine if the student knows the information? As the book states “state assessments tell only a partial story.” Unfortunately, they have to been given and it is up to teachers to motivate students about these exams with practice questions and items from the test.

Chapter 3: How to Pursue High Expectations for Teaching and Learning

Ch. 3 expresses the importance of pursuing high expectations in these times where accountability is vital. In the law NCLB, it is important for teachers to be highly qualified and teach information based on support from scientifically based research. To me, this means that practices should be implemented that has research that shows that it is effective. In order to get to that area, there are two big ideas that the chapter discusses. They include textbook-based big ideas and standards-based big ideas. Textbook-based big ideas include obtaining content knowledge and organizing that knowledge. Standards-based big ideas are based on curriculums for the state requirements. For example, a standard based big idea would come from Mississippi’s Educational framework. However, both are desired goals of learning. Being that they are, teachers should set high expectations for their students. In order to do so, they should instruct students in such a manner that they connect information, assess students, give them accurate time to accomplish goals, and monitor progress. By doing so, they will build community and learn the personalized instruction needed for each student.