This section discusses, not so much
the compatibilities and incompatibilities of partnering and assessment, but
rather the options for assessment in the partnered classroom. The chapter
emphasizes the significance of assessment in the classroom as way for both
teacher and student to gauge academic progress and lesson effectiveness, but
also expresses that some forms of assessment are more effective than others.
The
chapter quickly shoots down the graded assignment as an effective measure of
the student’s progress, stating that, in this instance, the point of returned
evaluation is likely unhelpful to better understanding of that material.
Rather, the chapter emphasizes the importance of self assessment as well as
Ipsative, peer and real-world assessment in which students are largely
responsible for editing and improving their own work.
This chapter also discusses some method s for teacher evaluation, administrative evaluation parental evaluation and even offers some helpful insights into how we evaluate our self as a nation and a world.
This chapter also discusses some method s for teacher evaluation, administrative evaluation parental evaluation and even offers some helpful insights into how we evaluate our self as a nation and a world.
My
response to this chapter varies widely. Overall, I enjoy the recognition that
the single test and homework scores either imply you did not need to do it or
are otherwise disappointing. I agree that this does not foster student
responsibility or offer any boost in confidence to struggling students and very
much support the Ipsative model which, in my opinion and the text’s
accomplishes the opposite. I also think that the –real world and peer
evaluations are helpful, though I am hesitant to allow high-school student to
post homework on the likes of YouTube for evaluation.
On
the other hand, I completely disagreed with the notion of formulating class
process and assignments around what the chapter believes is readily available technology.
While many, even most students may have access to these devices, that is hardly
all students and would be incredibly demeaning to students who do not have
access to such technology. I agree that this could be nice if it worked as
described, but I foresee that it would be too complicated even in our current
technologically focused society.
Lastly,
I agree with the recognition that more than students and teachers should be
evaluated. Everyone in the student’s life is responsible for their progress and
it would be a poor idea to only consult that one variable assuming all others
are sound. It is my hope that this chapter has made me more aware of my surroundings
as a teacher and I have no doubt that it has provided some insight as to how to
go about it.
This chapter hit home for me. As someone who has terrible test anxiety and pretty much bombed all of her tests it was so frustrating for me in school. I knew the information, but freaked when it came test time. If the teachers would have stepped aside with me and asked me the test questions I could have talked all day about it. I kind of like peer evaluations, but only in small groups. Had I been made to get up in front of my high school class and have my peers evaluate me, I would have done a somewhat crappy job. I would not had tried very hard so that when they criticized something it wouldn't have offended me too much. I'll be honest I did that in college because in my classes nothing was ever right. I got to the point where I didn't try my very best because I knew good or bad I was going to be ripped a new one.
ReplyDeleteI think you make an excellent point about the technological availability all students have. Especially considering the odds are already stacked against the students from lower socio-economic situations, now tack in that they are the ones most likely to have limited or no access to the technology. I think technology should still be used, but it should be used carefully so as to not disenfranchise any of the students.
ReplyDeleteI really liked the final part in the chapter where the author points out that the end goal of empowering our students to succeed in the world may be better evaluated with the alternate assessment techniques. What were your thoughts on that? I saw you had good reasons for liking the alternate assessment tools, but pertaining to the long term goal that most share of success how do you feel the other assessment techniques apply?
Sarah: I never understood that people could feel this way until Organic Chemistry where I began to struggle on exams. I now have a completely different view of tests when I think of my own potential students. I am glad you shared your feelings and I think it important to consider this whenever we consider exams as tools for effective evaluation.
ReplyDeleteOF -I am glad I am not alone on that point, and I think you have stated my feelings exactly.
I have two competing views on the subject of exams as evaluations. I feel, firstly, that they can be poor tools and we should attempt to be as lenient with our students who take them as we are with ourselves in designing them. We often give the benefit of the doubt that, should a student understand this problem, they understand all problems within this vein, or if they are familiar with x term, they are likely familiar with y terms as well. The opposite could just as easily be true as students attempt to puzzle out the information we ask. Thus, I believe exams can be useful when used as tools for assessment, but only are used so far as lecture structuring.
On the other end of this spectrum is the unavoidable truth that, even should you not base a student's performance on an exam, other people will. You do a minimal service by not preparing your students for the rigors of examinations. So the struggle then becomes effectively ballancing these.