Chapter 9: Communicating About Learning Chapter 10: Evaluating and Reporting Chapter 11: Learning by Ourselves and with Others Group Members: Charlee A., Abigail G., Hailey J., Bridget M., Kari M., Kianna W. This week we talked a lot about student-led conferences and that we liked the idea of having stations to allow students to show their parents what they know. A group member mentioned having an open house at the beginning of the school year so the students can get…
Chapter 7: Using Assessment to Guide Instruction Chapter 8: Collecting, Organizing, and Presenting Evidence Group Members: Charlee A., Abigail G., Hailey J., Bridget M., Kari M., Kianna W. For our chapter seven discussion, we first discussed the importance of asking for help, whether you’re the student or the teacher. Acknowledging when you’re wrong or when you don’t know something allows for learning opportunities. Someone brought up the example that their math teacher would write something wrong and then change it…
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,…
Chapter 3: Beginning with the End in Mind Chapter 4: Describing Success Group Members: Charlee A., Abigail G., Hailey J., Bridget M., Kari M., Kianna W. In chapter three, we discussed how it was important once you figure out your end goal (outcome) to come up with a variety of ways for students to show their work. Forcing someone who is not good at art to draw a poster in English is not going to be a fair evaluation for…
Chapter 1: Making Classroom Assessment Work Chapter 2: Building the Foundation for Classroom Assessment Group Members: Charlee A., Abigail G., Hailey J., Bridget M., Kari M., Kianna W. Going through the text, my group felt it was important to note that it’s not how the student starts off the lesson or unit with, but how much they grew. This was the main area of discussion. The parachute example (p.2) also reminded us that when a teacher decides to evaluate is…