Chapter+5+Considering+Evidence+of+Learning+in+Diverse+Classrooms

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 * 1. Assessment is a critical feature of both UbD and DI. Explain why that is the case for each model separately as you understand them. Also explain how assessment links the two models.**

Discussion: Assessment provides the answer to "Do I need to adjust my teaching to be more effective for learners with varying needs." It also helps teaching to be more focused and purposeful. Gin Assessment helps us answer questions like: did the student learn it, to what extent does the student understand what was taught, how do I need to change my teaching to be effective with all the varying learning styles. . I think that lower elementary does a lot of teacher observation, but maybe as the students get older, it seems like assessment becomes more paper pencil, or only one evidence source. I liked Figure 5.1 on "an assessment photo album". This is something that I'm going to strive more toward... Julie

> **a. What are the big ideas implicit in each principle? Identify specific actions that teachers can take to act on each principle.** > > Discussion: Form follows function was interesting to me. The idea of the diagnostic assessment is one that I don't use often but would be helpful in checking students' prior knowledge and skill levels. I need to use more of these. > Gin Principle 1: Photo Album Versus Snapshots make sense. One test at the end of a unit will not provide as much data about a child's learning as a whole collection of assessments would. I liked the graphic organizer in figure 5.1. It would be beneficial to use. In Principle 2, it is important to choose the correct format of test to fit the expected goal. The six facets of understanding in figure 5.2 will be helpful in determining what types of assessments to use. Principle 3: Form Follows Function-I use diagnostic assessments more in math than other subjects because there is one for each chapter already made. It would be beneficial to have other pre-tests for other subjects because they are a good source of information. I like the idea of providing students with choices of how they can "show" they have learned the goal(s). I really think the section on Feedback is important. Waiting a month to find out how you did on a test is not helpful. It is very important that feedback be timely and specific, so students know their strengths and weaknesses. Amy
 * 2. Chapter 5 offers three key principles of assessment (photo albums vs. snapshots, measures that match goals, form follows function).**

Principle 1: Photo Album vs. snapshots- photo album assessments will give you a much clearer picture of each student that one single (snapshot) assessment. Principle 2: it is important to match your assessments with the goals. Principle 3: Form follows Function- evaluative/summative assessements occur the most, but we need to be focusing more on diagnostic and formative assessments. This chapter has provided me with many things to think about. I liked the idea of having the students show me what they have learned. Julie

Principle 1: Reliable assessment demands multiple sources of evidence as well as various assessment types tailored to student strengths. Principle 2: Goals should drive our type of assessments. Principle 3: Knowing is black and white; understanding is in shades of gray. Lori > **b.** **Explain how each principle matters for successful curricular planning and for successful differentiation.** > > Discussion: > **3. This chapter suggests four classroom assessment practices that honor student differences while promoting critical learning for each student (assessing before teaching, offering appropriate choices in assessments, providing feedback early and often, and encouraging student self-assessment and reflection).** > **a.** **What common teacher beliefs and practices do these guidelines challenge?** > > Discussion: That assessment are only to measure learning in order to give grades. > Gin That one type of assessment is appropriate for all the learners in the classroom. Amy They challenge that one form of assessment is not the best picture of a student's abilities.... Julie

> **b**. **Identify specific examples of each principle in practice.** > > Discussion: The importance of timeliness of feedback was something I need to hear again. It needs to be immediate as well as understandable. I liked the idea of "kid language" in rubrics. Sometimes I think that language in evaluations are more confusing than helpful to students. > Gin > **c**. **What would change for students in our classrooms if we appropriately followed these guidelines? For teachers? For learners?** > > Discussion: > Good feedback will take more time on my part as a teacher but will be very helpful to the student in understanding needed corrections. It will also require more time in giving opportunities for the student to refine, revise, practice and retry. > Gin If we followed these guidelines, I think more students would see an assessment as a learning tool and not as a negative part of school. Teachers would know more about the strengths and weaknesses in the classroom. I think there would be better student-teacher communication. Amy

I agree with Amy... Julie

Ditto Amy, and students would be a part of the process. Like it says in the book...Learning happens //**within**// students, not //**to**// them. The same principle applies here, in my opinion. Assessment can become just another tool! Lori


 * 4. How would assessment following these guidelines promote learning for a wide range of students rather than simply measuring it?**

Discussion: It would give the teacher guidelines in necessary instructional changes. It also gives a variety of student choices as to the methods of assements while still measuring the "big idea". Gin

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