· Discuss one question, confusion you have from reading Modules 26 and 28
1. How would a teacher recognize “unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information”? (Page 469).
2. I don’t understand why teachers would take point off from a project grade for behavior.
3. I don’t understand why teachers would think grading you by class placement would be fair. The person in last place could earn a “C,” but get a “F”.
4. Why do authentic assessments have to be poorly defined (page 500)? What if the student misinterprets the question?
· One of the big ideas for Module 26 is understanding the difference between formative/summative/informal/formal forms of assessment. Despite some intuition, a formal assessment can be formative and a summative assessment can be informal. Fill in an example of how each of these can be used. You can use the chart, make your own, or write them out.
· FORMATIVE ASSESSMENT
o Have the student do a project with check points. The student can learn what the teacher likes and wants to see from their work and edit it. My final paper for one of my other classes is like this.
· SUMMATIVE ASSESSMENT
o You can grade the final project with a rubric. Surveys help the teacher learn how they’re doing, but students rarely take them seriously.
· FORMALLY ASSESSED
o You can give the students a test.
· INFORMALLY ASSESSED
o You can notice how a student is doing when you walk around, or when they answer questions. (Taking notes would make this a more valid form of assessment.)
· SIMPLY BY LOOKING AT IT (or watching it), how can you tell whether an assessment is formative or summative? .... (HINT: This is a trick question. You can't, but why? HINT 2: The two kinds of assessment are defined in how they're used after the assessment moment....)
o You can’t really tell if an assessment is formative or summative simply by looking at it, because you can’t tell how planned out the assessment is. Although, summative assessment comes at the end of a unit, while formative assessment comes during the middle of the unit.
To address a couple of your questions/concerns...
ReplyDelete1. I don’t understand why teachers would take point off from a project grade for behavior.
I am not sure what you mean here by this, but I feel that if a teacher did this, it would be outlines in the project expectations. A teacher should not just dock points because they feel the child is misbehaving. I know in high school, in the syllabus at the beginning of each semester, the behavior and absence policies were outlined. If you were "wrote-up" for poor behaviors more than 2 times, you would fail the class. Or if you missed more than 5 unexcused absences, then you would fail the class. I feel this policy was acceptable and suitable for the situation. I think that whatever policy a teacher uses should be outlined at the beginning of a semester or project.
3. I don’t understand why teachers would think grading you by class placement would be fair.
I have never really heard of this, but think it is highly inappropriate. If you have a class full of intelligent students, and punished the student who had the lowest grade is not exactly fair. It could be a difficult subject for him/her or they could be having a rough time with the course. Under any circumstances, a teacher should never punish a child for a grade THEY EARNED!
I think that the only way teachers can avoid being impartial and maintain honest and just grading all the time, is to strictly follow a rubric, which should be given to the students for every possible graded assignment...that's really the only way I could imagine.
ReplyDeleteyeah I agree with the rubric too, I think that the rubric should be available to the students in advance so that they can see the guidelines that they have to follow.
ReplyDelete