Several ‘aha’ moments during the duration of the course were had, especially in enumerating the different types of assessments. While some have been labeled for me, some have been identified for me to use. They were not hard to accept, because I was a somewhat creative teacher, and have learned how to isolate and asses somehow in my practice…
Looking down on how have I done in terms of assessment, I have discovered a few misconceptions I have held about assessments:
1. Prelesson assessment is a waste of time
2. Formative assessments could be shallow in essence and may not produce real reflections anyway
3. Tests can me made in haste as long as it covers the necessary scope of the material
In the true spirit of self- assessment, I have come up with a small list of things I have realized after taking EDS 113, and the pledge I wish to make in the quest to improve my practice:
1. Pre-lesson assessment is important as much as post-lesson measurements are. Pre lesson assessment directs where to steer lessons in the interest of engagement and time- economy.
2. Formative assessments are a valuable information mine such that strategically devised ones have power to raise academic performance.
3. KYS (know your student) is not necessarily emotional but rather a highly logical tactic to be able to accurately gather important student data. I used to think that knowing your students is not as valuable as scores, but evaluations made through observations and prior experience with them shows how accurate they are in predicting future performance
4. Standardized tests is insufficient as an assessment if taken alone by itself. These things aren’t wrong as they are, but they heavily need back up in the forms of informal assessment methods. Teachers cannot take the easy route and dish out solely traditional forms and hold to them as the ends of education.
5. I would be an advocate of a movement towards greater accuracy in assessments by determining what are valuable information and what are not; what makes students respond to engage them to get high- quality data; employ an adapt-and -adjust strategy to reveal misconceptions and expose opportunities to instruct; stick close to assessment ‘authenticism’ by discovering scenarios where the assessments have a real- world application and value especially in the student’s own contexts (play, home life, intrapersonal, interpersonal).
Earl, L. (2006 April 27). Rethinking Classroom Assessment with Purpose in Mind [webinar]. In Webcast for Educators. Retrieved from http://www.curriculum.org/k-12/en/videos/rethinking-classroom-assessment-with-purpose-in-mind