Case
Assessment is an ongoing activity

Marcie realized that she is still assessing students the way she was assessed. Her teachers never told them what they were supposed to learn and they were never involved in the assessment process (unless they graded each others' papers when their teacher called out the answer). The only results she really got were graded papers and report cards and those always came after a task. She doesn't remember having an assessment that helped her understand what she needed to study in order to improve. She thinks it's depressing, but she sees herself doing the same things, now that she is a teacher. Assessments are something she does at the end of teaching.
What do you recommend her to do in order to make the assessment an ongoing activity rather than a final step?

Posted on: 10/07/14 | Views: 737
Solution #1
Marcie should create learning objectives when looking at standards and planning a unit. She should pre-assess students in order to obtain data on what students already know. She should base the creation of her assessments around these learning objectives, standards, and pre-assessment data. Then she should create lessons to teach and give students the greatest opportunities for success when trying to master the standards and learning objectives. Marcie should begin the unit and lessons by clearly stating the learning objectives and standards that will be learned. Marcie should assess student progress and understanding constantly throughout the unit through informal and formal assessments. Once data has been analyzed from student scores on the informal and formal assessments, Marcie will have a better understanding of where students are in regards to mastery of standards and learning objectives. Marcie should give students feedback throughout the unit so that students are aware of progress. Once it becomes time for a summative assessment to complete the unit, students will have a clear grasp on learning objectives and standards in which they should be able to show mastery on.
3 0
Solution #2
I can relate. I had the same experience as a child and until I started my undergraduate degree, I didn't realize the use of assessments except to report a grade at the end of a chapter or report card. I suggest that Marcie start off by incorporating pre-assessments into her units. After she administers her first pre-assessment and analyzes it, she will see how it all help her plan out her unit by providing extra content specifically where students need it and also what she can just touch on and move on with. Next she should administer assessments (informally) by making notes of struggling students so that she can offer extra help to them. Finally at the end assessment she should see more success due to ongoing assessment because of the awareness they bring to the teacher about his/her students.
0 0