Assess Chapter 6

Name: Group 2 Date: 9/27/07

Abstract:
Chapter six lends some great ideas for creating good versus bad test questions. Mixing traditional and non-traditional along with forced choice and constructed response questions is the key to creating good assessments. The overall goal is to make students think, not just memorize information for exams.

Reflection:

Overall our group thought the tactics and strategies suggested in this chapter were helpful in determining what kind of assessment is best to use. We also agreed with the fact that using double negatives and trick questions will just confuse the students rather than assess their learning. In class the discussion about extra credit brought up many good points. If you are going to allow a student to do extra credit work, make sure it is relevant to the unit. If they are just doing fluff assignments or assignments that have no relevance to the subject there is not incentive for them to learn the material.

Assess Chapter 4

Name: Group 2 Date: 9/27/07
Book Title: Assess Chapter: 4

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.

Reflection:

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.

Fair Isn't Always Equal -chapter 5

Fair Isn't Always Equal
Chapter 5

Abstract:
Chapter 5 explains how to tier assessments based on students' understanding of the subject. The author suggests that we have the starting layer, or the minimum expectation, be the standard towards which we are striving; from there, we can adjust the difficulty of the assignment up or down depending on the need of the student. The chapter stresses that for early-readiness students, you don’t give them an excuse not to do the work or dumb the subject down. Instead, have them complete the same amount of work, but have them focus on smaller amounts of information at one time.
The author goes on to give several approaches to tiering: tic-tac-toe boards; learning contracts, learning menus, cubing, summarization pyramids and R.A.F.Ts. Each one gives students a limited amount of leeway in terms of choosing how he/she will demonstrate mastery of the subject.

Reflection:
Most of us found this chapter enlightening; we were all unaware that tiering and the several ways to go about it existed. We all liked that we now know how to offer "opportunities for advanced students to excel and for those students who are behind, to develop those rote skills they are missing," as Carrie put it. This approach of giving them choices also keeps everyone interested and on task, while doing the same amount of work.
As this chapter added still more templates and approaches to differentiation, we all seem slightly overwhelmed by everything that's been thrown at us, but after the first year or so it will all be second-nature.

Multiple Intelligences- Chapter 10

Name: Block 2 Group 2
Date: September 24, 2007

Abstract:
Chapter 10 introduces the concept of assessing students based on the MI theory. This chapter focuses on the eight intelligences more than the six facets. It stresses the importance of assessments that allow freedom to tailor them to the different intelligences. Using different kinds of rubrics and student portfolios allows the teacher and the student to access progress and give the student a voice in their own learning. The most important aspect of the chapter is the fact that if a student is not able to express their learning in a way that suits their own intelligence, the student is not learning or being assessed properly.

Reflection:
As a group we all agreed that the emphasis on standardized testing in today's schools is not the right way to assess student learning. The idea of portfolios to track student progress was especially well received. If a student is going to put effort and time into an assignment they should be able to document those success's. Portfolios are also a great way to get parents involved and good tools for students when they are trying to apply to colleges.

Assessing and Grading Chapter 3

Abstract:

Chapter three emphasizes the importance of pre-assessment, and explains the difference between successful and substantive assessment. The chapter mentions that it is important to keep students aware of the expectations and an outline of the material to be covered. Pre-assessing is importat so teachers can adjust their lessons if needed and to optimize learning for students. This allows teachers to reflect on their work and can make plans for future lessons. Something very important about assessing is it should be done regularly. As mentioned in the chapter, an album provides much more information than a snapshot.

Reflection:

Each member of the group has had his or her own experience with assessment. Whether our schools/teachers valued assessments or not, after reading this chapter we can see how important it was or would have been for us to review our progress through the year. Another important point brought up is for teachers to avoid "fluff" information, and for a goal we should start with the end in mind.

Assessing & Grading Chapter 1

Abstract:

Chapter one talks about the idea that some students have special needs and need a different style of instruction. This can allow each student to learn material in a way they feel comfortable. Teachers must find a medium between an overal structured lesson and individual instruction. Reading this chapter also gave some insight to real world situations where this form of instruction can help.

Reflection:

A common issue with this chapter was knowing exactly where the line is between differentiation and what may be seen as privelaged instruction. It is difficult to determine how to deal with other students and parents who may wonder why certain students get different instruction. It would be important to be able to support our techniques.

DI/UbD Chapter Five

Abstract:
Chapter five discusses the different ways a teacher can assess the evidence of a student learning material. A main principle discussed is a “photo album” assessment versus a “snapshot” assessment, meaning a variety of assessments over time versus a one time assessment that only provides one look at a student’s learning. Three types of educational knowledge are listed: declarative knowledge, procedural knowledge, and dispositions. The author brings the six facets of understanding into this chapter as well; they are useful in helping a teacher assess evidence of learning.


Reflection:
Everybody in our team agreed that a photo album assessment is not only more effective at assessing learning, but it makes much more sense than a snapshot test that can only evaluate a student in one way. The three types of educational knowledge are also very important; when a teacher is assessing a student, they must apply the same knowledge to the assessment as the student was taught the material, otherwise the assessment is not authentic.

Fair Isn't Always Equal -chapter 2

Fair Isn't Always Equal
Chapter 2


Abstract:
Chapter 2 examines what mastery truly is and the various ways to measure it. The author suggests the six facets of understanding as true demonstrations of mastery; he also points out that observation (of students) is a useful tool. A student is said to have mastered a topic when he/she can make assertions and back them up with evidence; infer and analyze cause and effect, and explain how he/she arrived at the conclusions/answers he/she did.
The author goes on to explain how to determine what information is actually important for students to master; he gives several sources that would prove useful in the teacher's quest to determine what is important.

Reflection:
Andrew pointed out that knowing what information is important, and how to measure the understanding, or mastery, of our students is crucial; this chapter helped to bring it all together. The six facets of understanding appeared again, and again we are reminded of their importance to our success and our students' success.
The list of resources is one to keep in mind, where we are all new teachers and will need to access this support system in the near future.