Chapter 2 focuses heavily on assessment of all kinds and how assessment should be used in an elementary classroom. Instead of having an accumulating, massive test, assessment can be as simple as a small quiz at the end of a lesson. The word “assessment” is such a daunting term because it automatically creates a bad connotation because when we hear the word “assessment” we automatically think a huge test or standardized test.
Assessing students can and should be informal as well as formal. Teachers do not even have to use the word “testing” because not all assessments have to be high-stakes tests. Assessment can be simply observing your students while they work in groups or work independently. Observing is an incredibly powerful tool to use when assessing students’ progress and skills. Observing gives the teacher the chance to see how students work and achieve skills without pressuring the students to perform on a test. Tests create anxiety for most students, so giving students the opportunity to show the teacher what they know in a safe environment actually works better for most students.
Chapter 2 also describes several other examples of informal and formal testing such as: daily performance samples, student evaluation forms, conferences, checklists, and more. All of these options are great ways to assess students’ performances without having to create and assess a massive test. With that being said, one of my first questions is: “What are some other ways that we as teachers can assess our students without creating a large test?”
Why high-stakes tests are mostly ineffective is because they do not give teachers a real insight in the student’s reading or language arts abilities. In the text there is a chart that illustrates three different students’ score on a standardized test. What is fascinating about this chart is that although the three students scored radically different in each topic, they all came out with roughly the same score. What does the score even tell us about the students’ abilities? My question is: “How do we as teachers interpret the scores from a standardized test, and are the scores effective in assessing a particular student’s reading abilities?”
Assessment comes in all shapes and sizes, and unfortunately, most of us have experience in the larger shape of assessments. Assessments do not have to have such a bad connotation; assessments can be informal testing with a small dose of formal testing. This would actually relieve testing anxiety and provide teachers with more useful and relatable results to their students’ abilities.
I totally agree that public education puts too much emphasis on testing. This technique not only hurts the student’s education but the teacher’s ability to teach. Teachers start focusing on only teaching the items that are tested. Some would say, we would come back to this concept if there is extra time, and then they use that time to review for the test. Many students will master the skills that are going to be tested, but what about the other parts of their curriculum? Maybe science skills aren’t tested, but it is still a critical aspect of student’s education. Having to dedicate time to reviews and preparing for state test makes it difficult for teachers to make fun creative lessons. Students need to enjoy learning and receiving an education, but instead they are wonder about the next test.
ReplyDeleteI totally agree that we can assess our students, without testing them. I am currently in EDEL 300, and we talked about this concept. There are simple activities and ideas that teachers can use everyday to assess their students. For example, giving students all white boards, and having them solve a math problem. Once everyone is finished with the problem, they will all turn their boards around at once, and then the teacher can see who understands and what needs re-taught. Another idea would be to do a quick-write at the end of class, its not whether they can score 100% and have the correct answer. The quick write will help the teacher see who grasped the concept, and if they should spend more class time teaching this lesson.
Assessments can be given as a class, or individually. These focus on the students understanding of the knowledge rather than a letter grade. I feel that assessments are a better judge of their abilities; sometimes test scores can be varied. Some people are good test takers, and some are bad test takers. Often large state test are given one big overall score, this is very hard to breakdown and analyze for each individual student. If teachers do not break down the scores, then it does not help plan their curriculum, or techniques to teaching it. When giving small assessments, the teacher can analyze students understanding. Assessments not only help the teacher see where they are, but also how they learn. Overall, I think assessments are a better judge of the students understanding, and give teachers more accurate information.
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