Name: Group 2 Date: 9/27/07
Abstract:
Chapter four focuses on three forms of assessment, portfolios, rubrics, and student self-assessments. Portfolios are proven to be an efficient way to track a student’s learning over time, as opposed to the snapshot view of a test or quiz. Rubrics are another type of assessment; they are used to focus learning and assess student achievement. They are complex and difficult to construct, but the authors give a step-by-step guide to creating a rubric; they also provide a couple resources that may come in handy. Student self-assessments are very effective in their own right, giving students a time to review the work they’ve done and the progress that they’ve made. They also allows teachers to have feedback from students on how they’ve succeeded and what they could improve in the future. All three of these assessment forms have a place in the classroom at one time or another.
Our group seemed to generally gravitate towards portfolios, as they seem to establish the most in depth and long term assessment of a student. Most of us felt that we had already heard of most of what was in this chapter, but that we now have a much better understanding of the ideas, and from the perspective of a teacher. For the most part, we weren’t fond of rubrics, whether it was because they are a lot of work, or because they seem like a really impersonal way of grading our students. We also all agreed that student self assessments are important to the classroom and that we will probably use them as much as possible.
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