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in the classroom, assessments I utilized ranged from
observation checklists and inventories to complete scoring
guides for long-term performance events. Checklists and
scoring guides were routinely generated with input from
the entire classroom community and posted throughout
the investigation process with details clarified as needed.
Student awareness and ownership of the learning process
and project expectations were instrumental in motivation
and depth of knowledge acquired. Scoring guides were
typically copied front and back so that students could
score themselves (with an opportunity to make modifications)
before I completed scoring on the opposite side. Student
self-evaluations and peer group evaluations throughout the learning process provided insight into individual
progress toward self-regulated learning. Having said
that, I thought I had a good grasp of best assessment
practices. Now that I have completed this course of study,
however, I realize that there could have been a much
more solid connection between my learning goals, instructional
activities, and assessment pieces if I had employed the
backward design model. (Wiggins and McTighe)
This
technique provided me with a better understanding of
the principle that assessment and grading practices
can work to promote learning as well as measure and
report it. (McTighe and O’Connor, 2005) For assessments to be of value in the classroom, they can no longer simply be
viewed as a summative grading device. The most valuable
assessments actually direct instruction. These formative
assessments can take the form of a simple checklist
or student-generated concept map to demonstrate understanding.
The important thing to remember is that the focus is
student learning; not only of discrete facts, but also
deep understanding of content. This requires purposeful
planning and assessments that provide specific, substantive
feedback so one can
determine students’ depth of knowledge attained, the
effectiveness of instructional strategies, and how
adequately original objectives were met.
Portfolio
assessment was another tool addressed in this course
that I had previously used in my classroom that I would
now modify. Students (or I) always chose a baseline
example from the beginning of the year so they could
see their growth over the course of the year. As the
year progressed, students added examples they thought
exemplified their best work. They included comments
on each piece explaining why it was chosen and how
it demonstrated growth. Their parents and/or I could
also add responses to the entry cards. This process encouraged students to critique their own work and involved higher
order thinking skills. The challenge is that more and
more student artifacts are becoming digital in nature;
many of these cannot be fully captured in document
form. If I were in the classroom now, I would want
student portfolios in a digital format also. This course
has highlighted the exciting time of transition we're
now experiencing in the modern classroom!
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