Miss. Hillary Strain

Archive for the category “Chapters 7 and 8”

Chapters 7 and 8

Chapter 7

Summary: Davies begins the chapter by explaining that daily involvement in classroom assessment builds a strong foundation for students’ learning. She proceeds to give many examples of different classroom situations that include different types of assessment that the students are included in. One can easily assess by having conversations about students of their expectations of a certain task, whether it is about cleaning up, about reading out loud or creating a rubric in specified subject areas. This way, students will know the expectations of the task and will be able to act accordingly.

Connection/Critique: I didn’t really enjoy this chapter for two reasons, 1) I couldn’t relate to it what so ever and 2) I feel like in a way it wouldn’t even apply to me when I am teaching.  I think it is great if a teacher takes the time to explain to the students how they are going to get assessed/what they should do/get their contributions to the way they are getting assessed, but I don’t know of hardly any teachers who actually do this.  It is clear from the readings, examples my prof and classmates have given in class, and different experiences I hear from my friends that co-creating a rubric with your students ends up being very successful and it’ll be an easier time for your teaching experience. I did a bit of exploration on including students and found the following website, click here, it explains the reasons why it is important to include students in creating a rubric and some benefits from doing so.  Like in the reading, another way one can do so is by simply creating a “T-chart” or have students brainstorm together and create some guidelines for you, as a teacher, to make the final copy of the assessment tool.  This way, students will understand that their thoughts and ideas will be included and will know a basic guideline for what the expectations are.

Chapter 8

Summary: This chapter focused on collecting, organizing and presenting evidence of a students’ learning. Throughout the chapter, Davies explains four key points that will allow this process to be easier for one to accomplish in their classroom: Keep the process simple, involve students, help students and parents value the evidence, and reconsider evidence collections.  She also explains that it is important for not only you as a teacher, but for your students to self monitor and keep tract of their learning experiences so that in the end you can compare your observations together.

Connection/Critique: I really enjoyed this chapter! This has always been something that I have wondered about throughout my past few years of university. How do I keep track of all the little observations and little assessments that I do in class? How often should I do this? How can I make it easier for me? This chapter allowed me to see the importance of including the students in this process.  Before you can allow your student to partake in self-assessmnet, you must explain to them the expectations and reasons why you need them to do so.  Also, near the end of the chapter, it explain many different ways you can keep your assessments organized by creating portfolios and/or journals for each student or the class that you are assessing.  This way, your notes and tools will be organized and kept in a tidy place for easy access. My prof is big on including us in creating rubrics for our projects and I have this feeling that since she is very knowledgable in the assessment area, that she is constantly assessing us through observation, participation or just keeping random notes on behaviour.  She is also getting us to self-assess our blogs and different activities that we have done in the class.  This is allowing me to experience first hand what it is like to get guidance from a teacher and to experience aiding in creating a rubric as a student/future teacher.

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