EDS 113 Assignment 2:Four teacher traits to make that exam a ‘game’

Looking for sample assessments, especially the non traditional ones, proved not as easy. As a teacher going through printed assessments after another, I have realized that there indeed is a serious lack of alternative forms. I began to wonder if teachers have gone lazy that while some do care, most of us have reported to what is available and what is easy. The importance of being accurate and sure of the results cannot be any more emphasized, because like we have learned in the past, the stakes are so high for learners assessments should not be made in a cavalier fashion.

So what are the necessary teacher traits that one needs to have to be able to assess the accurate way?

Not that I consider myself a good teacher (that is for others to say, wink), but I think I may be considered a good assessor. I like to make sure that I probe quite deeply into what I wish to know about my students in any way possible. Thinking of ways on how to incite interest and mitigate boredom to me is equally important to obtain genuine data, and I have realized that this requires a bit of creativity. Creating assessments that not only measure accurately (having the objectives in mind), but something that will also reflect real data demands an exciting format. To me, an effective assessment can make students feel like that it is possible to have a safe environment and have lots of fun while revealing what they know and don’t know yet.

Concern for students is something that most teachers claim to have, and I do believe in them, but in my experience, it is a real necessity to be able to push teachers to go the extra mile and create fitting and applicable testing methods. Assessments are not a one size fits all, and it is sometimes hard to see one perfect worksheet for one class applies to the specific needs of another. Sometimes teachers have to take real interest in obtaining authentic results.

Teachers need to be inquisitive- persistent in assessing student learning; it is highly important to be curious, hungry to know your students, their capabilities and incapabilities, their weak spots and their strengths. Wanting to know these can help pick up the drive into making purposeful tests, and teachers should not stop twisting questions around until one gets to the most vulnerable (and often times, revealing) areas.

The machine that operates all of these traits is self- reflection. While creativity and innovativeness, concern, inquisitiveness and persistence all play into the creation of good assessments, reflection determines how we can be innovative, concerned and persistent. If teachers walk around being mindful of how assessments can benefit both him or her and the students, then teachers will know how to treat results right. Do we toss it around and pose it as a final grade? Or do we investigate further because there is fair justification of the student’ inconsistencies? How will teachers make it fair for everybody? Teachers pose these
types of questions all the time and the truth is, it only needs a bit more thought in order to shape old, traditional assessments into exciting challenges. Teachers are still allowed to call it an exam, though.

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