As I began reading this chapter, the idea of standardized tests was all I could think about. Standardized testing seems to be a pretty big deal right now. But, this chapter has a few different ideas about assessment. The idea of this chapter is that of ongoing assessment. These assessments do not have to take away from classroom instruction. In fact, Conley includes ways to incorporate some of these assessments. These low stakes assessments can not only help the teacher see where the instruction needs to go, but they can help teachers get to know their students. Teachers must know what motivates their students, what they like to read, and how they learn. Conley discussed finding out what kind of reading material engages students. This made me think of my high school library. I do not think I ever checked out a single book from the library. I was there from 7th grade to 12th grade. In six years, I was never able to find a book that looked interesting to me. I believe that had my high school done some sort of reading interest survey, many more students would have taken advantage of the library.
I was very intrigued by the section on classroom tests. Most of my school years were spent taking tests that had been created by the publishing company. They either required no thought, or were worded so terribly that no one could answer the questions. I think it is very important for a classroom test to be well thought out and very authentic. Having a student apply what they have learned to their everyday life makes it so much more real to them.
I have been required to turn in several portfolios over the years. I truly think that they are a good idea if they are implemented correctly. Conley suggests that what is included should be selected by the teacher and the student. I have always been told exactly what needed to be included. If something was not included, points were deducted. I feel that this is the wrong way to create a portfolio. Conley states that " A primary goal of portfolios is to involve students in evaluating their own work." In the way I was required to make a portfolio, I had no involvement of my portfolio.
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Gaining the interest of a student is crucial in the classroom. I know it is impossible to incorporate some interests into the curriculum. However, we can find something that sparks each students' interest at some point. Using a portfolio and allowing the students to make some decisions about assignments would be a ggod way to address the subject of interests. For example, when assigning a task such as book reports or creative writing, we could be more lenient about the subjects we would accept. Allowing a student to research a subject that appeals to them for expository writing is another idea. Giving students a choice can sometimes be the fuel to ignite learning. Not only will the students learn to make critical decisions, they will learn to enjoy learning.
ReplyDeleteI also took many tests that were straight from the textbook company. Even then, I knew that the teachers were lazy and the tests were difficult to understand without the help of the textbook. We have been told over and over again that we should venture outside of the textbook when teaching our lessons. Shouldn't this standard also apply to assessments?
ReplyDeleteAlso- how is a textbook assessment going to help our students in the real world? Those tests are created so that the only way a student can succeed on one is to have thoroughly read and practically memorized the text. When my students leave my class, I want them to have knowledge that will help them in their lives outside of school- not just memorized facts. Assessments, like you said, should be authentic. Otherwise, what's the point?
I like the idea of the low stakes/personal assessments. I think that they can make a really big difference in the outcome of student learning. They assist the teacher in finding out areas in which students need growth as well as in developing methods to teach that are appealing to the students. If teachers include students' interests in their teaching methods, students will most likely remember more from the lesson and get more out of it.
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