Blog Post #5: Assessing Students

Similar to what is described in the handout “Assessing and Evaluating Student Learning,” I learned to plan my lessons and unit “backwards” in my last education class. As this article points out, that helps students understand what they need to pay closer attention to; for example, if their unit assessment is a test on the book, they will need to pay closer attention to the details of the book. Likewise, if their final assessment is an essay, they will need to focus on more critical thinking and analyzing the text. I especially like the idea of having journal entries as a form of assessment. However, I would also like to include more formal forms of assessment within a unit. Giving students the freedom to write informally on a regular basis is important in fostering their willingness to write more formal essays, so I would like to incorporate both methods. With essays, students need more direction to show quantitative evidence in how they proved their point. In 7th grade, I would like to assign more essays, but have of assigning an essay is also teaching them how to write, so it seems like it takes twice as long. However I like that this text breaks down certain things to look for in essays, so that the grader (teacher) is not overwhelmed with grading every single thing within the essay. In addition to these two things, I would also like to incorporate ample discussion time in my classes. I think that it is just as important as writing, and also helps students prepare to write for their essay or journals. Having a consistent grading criteria would also be important for this method so that students know what to expect when they discuss. Giving this variety of options would also differentiate the unit.

One of the main things I struggled with last quarter in my placement was giving student feedback. Since my field supervisor pointed it out, I have been trying to improve upon it every day that I am in the classroom. It’s important for students to receive both positive and critical feedback so that they can improve whatever assignment they are working on. For myself, there is nothing more frustrating than getting a low or high grade with any explanation as to why I received that grade. If I did something well, I need that spelled out for me. If anything needs improvement, I need to know where I should improve and how it affects readers. With this in mind as a college student, I think I can successfully give constructive feedback to my students since I am in a similar position as they are. I also like the idea of responding to student’s blogs or online responses, because it keeps the connection between school and home.