Chapter 5: Evidence of Learning

Chapter 6: Involving Students in a Classroom Assessment

Group Members: Charlee A., Abigail G., Hailey J., Bridget M., Kari M., Kianna W.

In chapter five, one of the great things we noticed was that there was a huge list on page 47 that provides many ways you can assess through observation, since in many of our experiences assessment was primarily made through products. Some examples in the list include: drama presentations, predicting, conflict resolution, storytelling, and verbal instructions. We also discussed the importance of assessing a student over time because it’s just as valuable in seeing how a student progresses throughout the unit than their end product. One group member mentioned that to keep your assessments reliable it is important to look at past samples and how you graded them. Another mentioned that on page 51, they answer the important question of ‘How much evidence is enough?’ by saying you have to be able to identify patterns and trends…much different than any math class I’ve had which were solely test-based.

Another main topic in chapter five was the idea of triangulating your evidence, or balancing your assessment to include conversations, observations, and products (which I discuss more in depth in my weekly reflection). We liked that that they provided examples of this for different subjects because some colleagues in the high school program felt that most things they are taught they struggle with adapting to other subjects. I felt this was also helpful for all grade levels as I usually feel things I learn in school are aimed at the younger years teachers. Triangulating evidence also encourages teachers to explore other means of assessment which could be useful for younger students who don’t know how to express themselves through writing yet.

Chapter six was mainly a reminder of chapter two which tells us to include students in the construction of criteria. But we did mention that using acronyms could help the students remember general criteria for assignments. Our conversation flowed back to observations and how children learn through play and being outside, which can be done at any age. Play helps to reduce stress and get students back to their “learning brain”.

This was the best discussion my group has had so far, and I felt the conversation was more balanced. I found myself contributing a lot more to our discussion.