Miss. Hillary Strain

Archive for the category “Chapters 5 and 6”

Chapters 5 and 6

Chapter 5

Summary: Anne begins the chapter by explaining that there are three different types of evidence that we can use for assessment; observation (presentations, students work ethics, students conversing amongst each other of the topic, etc and making sure that you record what you are seeing as you witness it), conversation (listening in on students conversing amongst each other, listening and discussing self evaluation, talking about what they have learnt, etc), and collection of products (assignments, projects, tests, etc). These three types form a triangulation. She then continues to explain that the evidence you collect must be reliable and valid in order to be successful and not fail to prove your conclusions that you have made.

Connection/Critique: From what I’ve come to realize in my own personal experience being an intern/pre-service teacher is that you are constantly assessing/evaluating whether you realize it or not. The three different types of examples they gave in the reading today are exactly what I have noticed I’ve used while I was in the classroom but it hasn’t really came to my attention what exactly I was doing.  While you are teaching, you are evaluating your students by observing who asks questions, who answers the questions you ask, the looks on their faces, etc.  While you are monitoring the students as they work you can see who is understanding and who is struggling with the concept. There are many other ways a teacher can evaluate without even knowing it, which can be good evidence for future events that may occur.  In my Ed French class I took, we learnt a type of assessment/evidence keeper in order to keep track of these little things that happen in a classroom.  They’re called anecdotal records.  A teacher can have a section for each of her students and make little notes about how they were doing during the class that day.  My questions are, how do we know what exactly to record because we don’t want to have evidence every little thing? how much evidence do we take per student per class?  In the book it does answer some of these questions but it is mainly our own personal preference on how much we keep and what type of evidence that we would like to support our decisions, but I am curious to know which has been the most effective for teachers and what would be the best way to approach this subject.  I guess I will be learning more and making my own opinions of evidence as I spend more time in the classroom.

Chapter 6

Summary:  This chapter focuses on involving the students in classroom assessment and many different ways a teacher can do so.  One can do this by letting them help create the rubric, getting them to self-assess and see where they can improve instead of just getting feedback from the teacher, giving them more descriptive feedback so they have  a better idea of what they need to improve on and most importantly, setting goals for success.  Anne then continues to elaborate on the importance of the students knowing how they can show evidence of their own learning.  They can do this by creating a blog or a journal and write about their experiences, or they can present to the class or teacher what they have came to realize what they’ve learnt during the session.

Connection: In many of my classes the main topic we talk about is how technology is becoming a big part of the classroom and even our every day lives.  Many of my profs have talked about having a blog for your classroom to keep your parents up to date and even having your students create their own blog/have a page on your blog assigned to each of your students.  Many of my profs have brought up the idea of getting students to blog/journal about their experience in the classroom/what they have learnt/what they realized/what they liked and didn’t like/etc.  This way they are able to self reflect and self-assess their abilities and also are able to give feedback to the teacher on who they are doing.  I had very few experiences with self assessment and taking place in the development of the rubric, but from what I remember they were never taken too seriously and it probably ended up being just a waste of time for our teacher thinking back on it now.

Critique: I have mixed feelings about involving students in assessment.  From my own experience as a student, I remember when we had to self/peer assess with our classmates, we never took it seriously.  We always gave each other good marks because that is what we wanted and we never really took the time to read the criteria that needed to be met.  Also, when teachers take the time to include students they might not get the points across that they are hoping for.  I understand that there are guidelines that a teacher would probably follow and even include some of his or her own points and guide the students while creating them, but if a teacher doesn’t write down exactly what the student says it could create a bit of drama.  I agree that it is important to include students in any aspect of your lesson/assessment/anything you do in your classroom because they need to be involved and understand what is going on. But what I am confused and have mixed feelings about is how can you make sure you are all on the same page?  Students will have a different understanding and expectations than you would as a teacher, so how can you make sure to emphasize the importance of taking certain things seriously?


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