Guillaume - Assessment Needs to Include Student 2

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K-12

Classroom

Teaching:

A

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for

new

professionals/Andrea

Guillaume

-

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Includes

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references.

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1.

First

Year

teachers-United

States.

2.

Teaching-United

States'

l-

Qrrillaume,

Andrea

M.

L82844-1.N4G85

2008

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2007023855

llice

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190

CHAPTER

7

Although

traditional

tests

can

evoke anxiety,

they

have

a

place

n

sessment

system

because

their

judicious

use can

provide

important

tion. Most

assessment

opportunities,

though,

should feel

low risk

to students,

undertaken with

the

trust

that the

teacher is interested in

instruction

and facilitating

learning.

In

today's high

accountability

ternative

(or

authentic)

assessment

measures

are seen by

many

as

i

complements

to standardized

assessments

in

that alternative

provide

context-embedded, multifaceted

portrayals

of

what

stuffi

and can do. According

to Herman,

Aschbocher,

and

Winters

(1992),

assessments

.

ask

students

to

perform,

create,

produce,

or do

something.

.

tap

higher-levelthinking

and

problem-solving

skills.

.

use

tasks that represent

meaningful

instructional

activities.

o

invoke

real-world

applications.

.

are

scored

by

people

using human

judgment

rather

than

by m

o

require

new

instructional

and assessment

roles

for

teachers.

Alternative

assessments

are

currently

recommended

across the

lum, for

students

from

pre-school

(Grisham-Brown,

Hallam,

t,

2006)

through

secondary

school

(Prouty,

2006),

and for

a

range

of

needs,

including

those

of English

learners

(Media-Jerez,

Clark, E

2007)

and

of students

with

special

needs

(Layton

e,

Lock,

2007; Vacca,

Several

alternative

assessments

are described

in

the

second

part

chapter. They

include

products,

portfolios,

performance-based

and

interviews.

Assessment

Needs

to

Be Inclusiue

of

the Learner

Check back

to

your

work

from

the exercise

preceding

this chapter and

about,

as a student,

the role

you played

in

the assessment

of

your

own

ing.

How

often

did

you

have

choices

about

the

content

to

be

assessed.

the form

of

assessment,

or about

selecting

the

testing conditions? Many

state that,

as

learners,

their role

in

assessment

was

that

of

passive

Their

primary

role

seems

to have been

to study in

preparation

for

tests

an

to

keep

their

eyes on

their

own

paper.

Assessment was done

to

them,

no

them. Further,

it

appears that

existing

assessment

procedures

were

as

normal

and

correct No

one

questioned

the red ink

or

percentages

near

the top

of each

test. Here's

hoping,

though,

that

your

own opportunit

self-assess

were numerous.

The

ultimate

goal

in assessment

is

self-assessment

(Costa

6

Kallick,

Costa and Kallick

argue

that only

when

they

are effective self-evaluato

students be

autonomous individuals

who

can analyze

their own

motivate

their

own

learning

and

action, and renew

themselves as

p

Throughout

their schooling

years,

we

should help

students

to set their own

continually

monitor

their

own

progress,

and reflect

accurately

upon the

of their work. Although

schooling

experiences

often

place

the authority

for

ing students' progress squarely on the teacher and the school

as

an

inst

we

should

be working

to wean

students

away

from

their dependence

authority

to

provide

the ultimate

evaluation

of

their work.

Small

actions can

tribute to this

goa\

in\arge

ways. For

instance, we

shou\d respond

caretu\

first-grader's

question,

"Teacher,

is

this right?" and

the twelfth-grader's

qu

this

what

you

want?" Do we

grade

our

papers

in

pencil

or

pen?

What

Figure 7.4

provides

numerous

examples

of how

you

can

include

your

voices

and choices in

your

assessment by helping

students

set

goals,

ma

sessment

choices,

self-reflect,

and evaluate instruction.

Bear in mind tha

options must be

considered in

conjunction with

other

principles

of a

For instance, you

need to remain

systematic in

assessing learning even

allow for

student

choice.


4/6

AssessmenI

FIGARE

7.4

I

nu

o

lu

ing

students

in

assessmen

f.

Student

Choice

Self-Reflection

and

Self-Evaluation

Evaluation

of

Teaching

and

Assessment

191

Goal

Setting

.

Students

discuss

orev.

t"pi;;

i;;;;r;

iil:'jl$,L?rs

and

create

a

chart

at

the

besinnins

or

the year

or

.

:::::lHJJilJ::,ff"X,J,1i""f;,""",::::

*,tenr,

choosins

units

and

ressons

based

on

'

;:11T4ffiff:,' 3[,::*'0.

(portrorios,

work

sampres,

and

report

cards)

to

set

'

;::f[Tffr"j,'ll1:'fJ,.:'

records

or

their

prosress.

rhev

discuss

prosress

and

revise

'

,::rriT:il:d

an

examination

by

answering

the question,

,,what

woutd

you

tike

to

'

:::::g::Ti":#;li,lff[J:1g,ff:fl::,'what

she

shou,d

rocus

on

as

she

'

The

teacher

invites

.,1d,"^L,^.

.o,

*rite

rong-term

goars

and

sear

them

in

enveropes.

The

hen

they

r"""tl

,

""ituin

age.

'

Students

select

some

forms

of

assessment.

*ffi

;x:::1ilff,,[?fll ll"n

",,o*

",rJ"r,"'i"'"no"ose

rrom

amons

seven or

eisht

'

students

work

in groups

to

rist

what

they

consider

the

key

content

to

be

assessed.

'

students

develop

some

questions

or

prompts

for

the

assessment.

'

students

select

writing

prompts

or

test

items

from

a

rarger

bank.

'

;::i?]tf,|[q,il1l""r'o'pts

that

attow

ror

a

broad

ranse

or

appropriate

responses

.

s.tu

de

n

rs

h

ave

s

om

e

;ffj:,1

]"H::',::i

:'jl

L

"

;.

;

;;

;;

st

u

d

e n

ts

a re

;13ffi1'1""f:ffif,ff

'#iv

iiii",

ffi'L"li ,".

"",olt,Ji"

",,i"""L*"d

to

have

a

.

Students

reflect

on

the

.

time

periods.

-'

-'

'

rr

rdlr

progress

over

time

by

comparing

work

sampres

from

different

'

ln

sma'groups

or

in

their

journars,

students

discuss

their

thinking

or

rrr[*-ffi

:

r:[::

il|],x::::

::::::.':

"'^*"

*"n

srowth,

in

writins or

in

a

conrerence

'

i:l%;:,t

ilyffi

ITI

:*

n

ts

t

urn

il

"

o,r":'","

;

il

iliJ

ll,1,.'#ffi,,.i

ffi;

",

iHi"rj;ih.,,';:J

lx,fiiii

{iiii#fii;".,;

;

;

"

;,,

d

ass

es

s

e

d

.**:l*,;#;;;,:"J;:':*J:il:i,["J;:"x:?t"_"_;:_"workbef

ore

.

Students

grade

their

o,

anarysis

*i,nln.

i"r#li:ffi,[iljr["11":Hthe

srade.

rhey

compare

their

.

Students

rate

problems

and

exercises

ro.

"oor-

ust

risht,

o..

too

Jn:crrt)

and

ror

"ppropri"tli'"o*r,$:H:ii'dirricurtv

(too

easv,

'

ln

their

journars

or

on

anonymous

srips

of

paper,

students

telr

the

teacher

what

ff

.,[T#"i,,,I'",i:

i

r

i

*i

n

o

tn

"i,

-r

",,#;

;;

Iilh

"i

r"r

;

u;;

;o;i;;A,

be

*e

r

d

u ri

n

s

.

Students

periodicallv

i:'riJil::I:f

#t1#.",,,:ffi

l;J:;:,,?#:;j,ff

xr#:,,T.:?,1;Jrr?:,

.

Ji:.tTI"JJ."fl:fJy,:,r?:*".,,0"*;i'.no,"".

forfuture

a*ivities

based

on

rhe

.

The

leacher

shares

his

instructional

goals

with

n

ongoing

assessment.

students

and

revises

the

goars

based


5/6

1,92

Students

need

to

be

actiue

particiPants

in

their

own

assessment.

CHAPTER

7

Everyactofteaching-includingassessment-conveysourprofessionalc*

victions.

If

we

wish

to

p-rotect

studints'

dignity,

to

encourage

them

to

build

sponsibility

for

their

ow,i

learning,

and

to

fos-ter

iheir

growth

as

self-assessors'

t

assessment

must

involve

students'

voices

and

choices.

My

son

Alex

taught

thislessonduringrriskindergartenyear.Intheleft-handportionofFigureT.52

self-portrait

Alex

drew

near-

the

blginning of

the

year.

"Good detail,"

said

mother.

,,Lots

of

realistic

subtleties

S-urf

kid "

In

the

right-hand

portion

self-portrait

at"*

"o*p1"1"J.,"u.

that

year s

close.

"Yikes "

said

his

mother'

"

detail.Nopupils,nodigits,nofeet,nohairlNogrowthinfinemotorabiliti

struggled

with

my

i.,t"tir"iution

of

ihose

portraiti

"Tll1r

Y1t^":"^".*":,::g

,rv

,ai:"?;1.;.'l""rvrl,ne

portraits.

Arei

easily

explained

to

me

the

signific

of

the

second

portrait.

There

was

less

detail,

y""'

b'i'

h"

heldupboth

arms'

m

-

-^^+

+-^^-'

nrtt,

u"a

Rexea

his

biceps,

"Mom,

look

how

strong

I

am "

Alex's

most

tret

;;;s"

of

his

kinde.guri".,

vear

was

ll?t l:

h1d

b,"":T:

tllt]:.1Y:t^::

Ui",

,ir.t

stronger:

5trp",.*t'

strong

Had

I

not

asked

Alex

to

attach

meanin

his

work,

to

self-evalulte,

I

would

hlave

been

left

with

an

unnecessarily

lim

conclusion

about

his

progress.

This

self-portrait

experience

humbled

me

as

a

structor

and

assessor.

It

taught me not to

overestimatl

my.

ability

:.1^*,9:l

irg

U"""a

on

the

informatiJn

I

gather'

It taught

me

that

to

understand

stu

learning

in

holistic

t"r-t,

i"""dio

ask

the

students

::

tf1f.i:l

lit":'J:

a*i"

iritr,u

process

of

assessment,

provide

opportunities

for students

to

set

to

have

choices

in

assessment,

to

self-evaluate'

and

to

evaluate

your

instrt

Inoureffortstoenhancestudents'skillsasevaluators'wecanhelpthem

evaluate

products

fr"*ift"it

Peers

as

well'

Through

peer assessment'

tt'1

learn

to

assess

the

quality

of

a

product

or

performance.without

reliance

o

teacher.

peer

assess-".rt

"u.r

be

informar,

such

as

when

students

edit

other,sworkorreviewhomeworkproblemstogether.Itcanalsobemore

mal,

as

when

students

rate

the

social

skills

of

grouP

members

at the

close

For

an

examPle

of

peer assessment,

watch

elementarY

students

discus

their

peers'

writing via

a

technique

dubbed

Author's

Chair.

Go

to

the

Merrill

Teacher

PreP

Web

site,

Video

Classroom,

Educational

Psychology,

Module

9,

Video

1.

What

stePs

would

the

teacher

need

to

have

taken

to

helP

students

learn

to

accuratelY

assess

their

peers'work?

Modern

Curriculum

Press/Pearson

Learning

cooperative

learning

experlence'


6/6

FIGARE

7.5

Assessment

A

lexander,s

self_portraits.

193

Alex's

Early

Kindergarten

Self_portrait

Alex's

Late

Kinctergarten

Self_portrait

@a

U,

..Assessment

must

include

not onlv

we

r

r

profe

s,

i

o

n

a

r

-

g

u

i

a

u

i,;

;;;

;

Ii":i

j i?r

:l

f,,,J;i:

ff

:

::

B::ixT.T,::

essionar

,naching

st'"d";;;,

;,-fr;'Tr[:

it

"r"".ii"t'iu'u'"nu.,

and

schoors

eed

to

take

the

rlig

ir

,n1rra,.ri"irli,*

j"

.r-,"

p.""Jrr"ri

""nooring,

incrud_

ng

the

assessment

l ?:".

n"_irllr;..,u

,1

,1.

s.";;;;;;Ii.pry

ensuring

that

tudents

get

to

bed,o1

time

and

u,uiu

t"u*v

u.-"um*t

fJioi"

,nu

o,n

tests.

your

ommunication

with

famiry

-il;;';;out

assessm"r,

rr,rrra

be

goar_driven,

uttifaceted,

and

incrusiv6

;i;h;;;;""*p"ctives.

r"".r,r"g;ip

7.4

gives

a

few

deas

for

incruding

famiries

"";;;;";'r;f

*,.

u"r""-"ri;;""J--rnity.

Another

F::[?J:rilif

'fl;''''o

";;r"*;;;"

i

e"13,

-

e*"4;'"'i:r,";00

1

;

Benson

E

r",,iv'."'"rJ;J';::H:: j,"::X't",j:1i"1,.1XT?;1":*U":::.i;jk:

seems

especiary

popurar

.,

,rr"

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,.r,oor

r"r"ii-r,"J

"trdunt,

.un

,r"r

n::i.i: :::"""T';::ffi

i;?:,:::l#a"",.i"I"o"iJ"I"u",',onthewebior

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:_,"y;,;l;;Hi;l;flXY""fl

ffi

::-,"0"""ru.u"."I

*%ff

:::1n::.lfukttffi

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;:Hny:*i#

jfi

##**ff

Assessment

Needs

to

Be

Integrated

into

a

Manageabre

sy,ncnt

You

have

a

tough job

todo

in

your

assessor

role.

you

will

assess

ay,

at

many

levets,

"1_a,"

".r"J"

;"

ilil"ins,

alt

*r;

ffi

tance

on

education

and

staying

ruii

J.,-a.."o.cffi,r

a"

vJE

a**

stggilrs

Guillaume - Assessment Needs to Include Student 2

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