Ch. 8: Effective Assessments

We must remember that effective assessments do not have to all be the same. Why grade 15 written reports when students can show the same thing in different forms? Why not give choice? Why not take home a variety of projects that represent the same outcome? Wormeli reassures us that this approach of differentiation while assessing is perfectly normal and usually more enjoyable. Grading does not have to be hard or strenuous at all. Yes, we need a new criteria for each project, yet, the overlying point is did the students accomplish what you wanted them to learn, was your essential question met…Students should have the opportunity to show off their talents and meet expectations in their own, unique style. For example, at the beginning of the chapter, Wormeli talked about Danny who struggled with reading. Wormeli let him do his book report in a form other than writing the summary in order to achieve. While Danny sang and played his guitar, he was able to express what he learned from the book. We need to give students the option to show their true colors and not hid behind a giving assignment that they cannot do well at. The thing that stuck out in the chapter was the section on the goal. I find it interesting that the good assessments define at the beginning of the chapter and not the end of the unit. When the student and the teacher are on the same level the outcomes will improve tremendously because both parties will clearly understand what is expected. In my classroom, I hope to bring some of the examples of group and individual assessments that were mentioned on page 93 because they include MI’s, differentiation, socialization and imagination. A well-rounded student is subject to knowing who they are at least one of these levels; we are the coaches and guides that have the will and ability to bring these aspects to life. While assessing we need to know the difference between a “good” assessment and a “valid” assessment; a good assessment is a valid indicator of what students know and are able to do while valid assessments give students a fair and equal chance to show what they know and can do. As teachers, guides, and coaches, it is our job to assess while students are at their best. The main concern we should have while assessing is, “Did they meet our objectives?”—if the students understand our goal, the essential questions and the objectives, then we have done our job; it should not matter how they show what they have learned only that they do show that they have learned what we expected them to learn.