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Minutes with Charlie Vol 2 No 2
By Charlie | September 1, 2008
Over the next few weeks in the Minutes with Charlie we are going examine some general principles regarding the use of classroom assessments to promote student learning.
This week we will consider that, “We must broaden our classroom assessments in order to avoid the narrowing of learning.” Conversely, we must broaden our assessments in order to expand the horizons of learning.
To understand this principle, we must clearly understand the need to “broaden our assessments”.
The experience in most classrooms in America is that of a very narrow range of assessments. Some classroom teachers rely almost exclusively on publisher developed assessments that accompany the adopted textbook to assess the learning progress of students.
Some teachers tend to default to a given method of assessment whether derived from a publisher or developed on campus. The most common default assessment method prize probably goes to the multiple choice test. Other contenders for the prize are other selective response methods (matching, fill in the blank, true-false, etc)
When we gaze into most classrooms in our schools, the single most common assessment we see is an assessment OF learning.
If we are to broaden our assessments in order to prevent the narrowing of learning we must do so by effectively and consistently addressing four areas.
First, we broaden our assessments when we develop and maintain a balanced assessment system consisting of a proper use of both assessments OF learning and assessments FOR learning.
Second, we broaden our assessment by expanding our use of informal formative assessment. Again, the default setting on assessments usually falls to either some paper/pencil task or some form of project or oral presentation. A vast array of assessment techniques and strategies exist that provide formative assessment information to teachers on a daily basis.
Third, we broaden our assessments when we learn to use the data generated from those assessments in a timely, sound manner to make decisions that impact instruction, curriculum, and learning.
Finally, we broaden our assessments when we truly bring the student into active engagement in the assessment process.
All of these actions to broaden our assessments not only serve to prevent the narrowing of learning, but serve to broaden and deepen student learning.
However, we clearly recognize that these skills:
· Balancing assessment of learning and assessment for learning in the classroom,
· Learning to use a wider array of assessment methods including informal classroom assessments,
· Using assessment derived data in a timely and effective manner for decision making, and
· Including students in an active manner in the assessment process,
do not develop in a vacuum. Skills are developed through training and practice. If we, as educators, want to broaden and deepen student learning, we must broaden our assessments.
We must broaden our assessments in order to prevent the narrowing of learning and we do that through aggressively working to become both assessment literate and assessment competent.
Personal Reflection: How broad is the assessment process in my classroom? How do I measure up on each of the four areas needed to broaden our assessment practices?
Topics: Assessment FOR Learning, Data, Minutes with Charlie, Quality Assessment Components, Student Involvement |