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8/17/2019 Guillaume - Assessment Needs to Include Student 2
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Library of
Congress
Cataloging-in-Publication
Data
K-12
Classroom
Teaching:
A
primer
for
new
professionals/Andrea
Guillaume
-
3rd
ed.
p.
cm.
Includes
bibliographical
references.
ISBN-13:
978-0-13-158024-4
(alk.
paper)
ISBN-10:
0-13-1,58024-8
1.
First
Year
teachers-United
States.
2.
Teaching-United
States'
l-
Qrrillaume,
Andrea
M.
L82844-1.N4G85
2008
371.1-4c22
2007023855
llice
President
and
Executive
Publisher:
Jeffery
W. Johnston
Executive
Editor:
Darcy
Betts Prybella
Editorial
Assistant:
Nancy
Holstein
Development
Editor:
Christina
Robb
Production
Editor:
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Coordination:
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oI
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ir Ksirra
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Services.
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8/17/2019 Guillaume - Assessment Needs to Include Student 2
3/6
190
CHAPTER
7
Although
traditional
tests
can
evoke anxiety,
they
have
a
place
n
sessment
system
because
their
judicious
use can
provide
important
tion. Most
assessment
opportunities,
though,
should feel
low risk
to students,
undertaken with
the
trust
that the
teacher is interested in
instruction
and facilitating
learning.
In
today's high
accountability
ternative
(or
authentic)
assessment
measures
are seen by
many
as
i
complements
to standardized
assessments
in
that alternative
provide
context-embedded, multifaceted
portrayals
of
what
stuffi
and can do. According
to Herman,
Aschbocher,
and
Winters
(1992),
assessments
.
ask
students
to
perform,
create,
produce,
or do
something.
.
tap
higher-levelthinking
and
problem-solving
skills.
.
use
tasks that represent
meaningful
instructional
activities.
o
invoke
real-world
applications.
.
are
scored
by
people
using human
judgment
rather
than
by m
o
require
new
instructional
and assessment
roles
for
teachers.
Alternative
assessments
are
currently
recommended
across the
lum, for
students
from
pre-school
(Grisham-Brown,
Hallam,
t,
2006)
through
secondary
school
(Prouty,
2006),
and for
a
range
of
needs,
including
those
of English
learners
(Media-Jerez,
Clark, E
2007)
and
of students
with
special
needs
(Layton
e,
Lock,
2007; Vacca,
Several
alternative
assessments
are described
in
the
second
part
chapter. They
include
products,
portfolios,
performance-based
and
interviews.
Assessment
Needs
to
Be Inclusiue
of
the Learner
Check back
to
your
work
from
the exercise
preceding
this chapter and
about,
as a student,
the role
you played
in
the assessment
of
your
own
ing.
How
often
did
you
have
choices
about
the
content
to
be
assessed.
the form
of
assessment,
or about
selecting
the
testing conditions? Many
state that,
as
learners,
their role
in
assessment
was
that
of
passive
Their
primary
role
seems
to have been
to study in
preparation
for
tests
an
to
keep
their
eyes on
their
own
paper.
Assessment was done
to
them,
no
them. Further,
it
appears that
existing
assessment
procedures
were
as
normal
and
correct No
one
questioned
the red ink
or
percentages
near
the top
of each
test. Here's
hoping,
though,
that
your
own opportunit
self-assess
were numerous.
The
ultimate
goal
in assessment
is
self-assessment
(Costa
6
Kallick,
Costa and Kallick
argue
that only
when
they
are effective self-evaluato
students be
autonomous individuals
who
can analyze
their own
motivate
their
own
learning
and
action, and renew
themselves as
p
Throughout
their schooling
years,
we
should help
students
to set their own
continually
monitor
their
own
progress,
and reflect
accurately
upon the
of their work. Although
schooling
experiences
often
place
the authority
for
ing students' progress squarely on the teacher and the school
as
an
inst
we
should
be working
to wean
students
away
from
their dependence
authority
to
provide
the ultimate
evaluation
of
their work.
Small
actions can
tribute to this
goa\
in\arge
ways. For
instance, we
shou\d respond
caretu\
first-grader's
question,
"Teacher,
is
this right?" and
the twelfth-grader's
qu
this
what
you
want?" Do we
grade
our
papers
in
pencil
or
pen?
What
Figure 7.4
provides
numerous
examples
of how
you
can
include
your
voices
and choices in
your
assessment by helping
students
set
goals,
ma
sessment
choices,
self-reflect,
and evaluate instruction.
Bear in mind tha
options must be
considered in
conjunction with
other
principles
of a
For instance, you
need to remain
systematic in
assessing learning even
allow for
student
choice.
-
8/17/2019 Guillaume - Assessment Needs to Include Student 2
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AssessmenI
FIGARE
7.4
I
nu
o
lu
ing
students
in
assessmen
f.
Student
Choice
Self-Reflection
and
Self-Evaluation
Evaluation
of
Teaching
and
Assessment
191
Goal
Setting
.
Students
discuss
orev.
t"pi;;
i;;;;r;
iil:'jl$,L?rs
and
create
a
chart
at
the
besinnins
or
the year
or
.
:::::lHJJilJ::,ff"X,J,1i""f;,""",::::
*,tenr,
choosins
units
and
ressons
based
on
'
;:11T4ffiff:,' 3[,::*'0.
(portrorios,
work
sampres,
and
report
cards)
to
set
'
;::f[Tffr"j,'ll1:'fJ,.:'
records
or
their
prosress.
rhev
discuss
prosress
and
revise
'
,::rriT:il:d
an
examination
by
answering
the question,
,,what
woutd
you
tike
to
'
:::::g::Ti":#;li,lff[J:1g,ff:fl::,'what
she
shou,d
rocus
on
as
she
'
The
teacher
invites
.,1d,"^L,^.
.o,
*rite
rong-term
goars
and
sear
them
in
enveropes.
The
hen
they
r"""tl
,
""ituin
age.
'
Students
select
some
forms
of
assessment.
*ffi
;x:::1ilff,,[?fll ll"n
",,o*
",rJ"r,"'i"'"no"ose
rrom
amons
seven or
eisht
'
students
work
in groups
to
rist
what
they
consider
the
key
content
to
be
assessed.
'
students
develop
some
questions
or
prompts
for
the
assessment.
'
students
select
writing
prompts
or
test
items
from
a
rarger
bank.
'
;::i?]tf,|[q,il1l""r'o'pts
that
attow
ror
a
broad
ranse
or
appropriate
responses
.
s.tu
de
n
rs
h
ave
s
om
e
;ffj:,1
]"H::',::i
:'jl
L
"
;.
;
;;
;;
st
u
d
e n
ts
a re
;13ffi1'1""f:ffif,ff
'#iv
iiii",
ffi'L"li ,".
"",olt,Ji"
",,i"""L*"d
to
have
a
.
Students
reflect
on
the
.
time
periods.
-'
-'
'
rr
rdlr
progress
over
time
by
comparing
work
sampres
from
different
'
ln
sma'groups
or
in
their
journars,
students
discuss
their
thinking
or
rrr[*-ffi
:
r:[::
il|],x::::
::::::.':
"'^*"
*"n
srowth,
in
writins or
in
a
conrerence
'
i:l%;:,t
ilyffi
ITI
:*
n
ts
t
urn
il
"
o,r":'","
;
il
iliJ
ll,1,.'#ffi,,.i
ffi;
",
iHi"rj;ih.,,';:J
lx,fiiii
{iiii#fii;".,;
;
;
"
;,,
d
ass
es
s
e
d
.**:l*,;#;;;,:"J;:':*J:il:i,["J;:"x:?t"_"_;:_"workbef
ore
.
Students
grade
their
o,
anarysis
*i,nln.
i"r#li:ffi,[iljr["11":Hthe
srade.
rhey
compare
their
.
Students
rate
problems
and
exercises
ro.
"oor-
ust
risht,
o..
too
Jn:crrt)
and
ror
"ppropri"tli'"o*r,$:H:ii'dirricurtv
(too
easv,
'
ln
their
journars
or
on
anonymous
srips
of
paper,
students
telr
the
teacher
what
ff
.,[T#"i,,,I'",i:
i
r
i
*i
n
o
tn
"i,
-r
",,#;
;;
Iilh
"i
r"r
;
u;;
;o;i;;A,
be
*e
r
d
u ri
n
s
.
Students
periodicallv
i:'riJil::I:f
#t1#.",,,:ffi
l;J:;:,,?#:;j,ff
xr#:,,T.:?,1;Jrr?:,
.
Ji:.tTI"JJ."fl:fJy,:,r?:*".,,0"*;i'.no,"".
forfuture
a*ivities
based
on
rhe
.
The
leacher
shares
his
instructional
goals
with
n
ongoing
assessment.
students
and
revises
the
goars
based
-
8/17/2019 Guillaume - Assessment Needs to Include Student 2
5/6
1,92
Students
need
to
be
actiue
particiPants
in
their
own
assessment.
CHAPTER
7
Everyactofteaching-includingassessment-conveysourprofessionalc*
victions.
If
we
wish
to
p-rotect
studints'
dignity,
to
encourage
them
to
build
sponsibility
for
their
ow,i
learning,
and
to
fos-ter
iheir
growth
as
self-assessors'
t
assessment
must
involve
students'
voices
and
choices.
My
son
Alex
taught
thislessonduringrriskindergartenyear.Intheleft-handportionofFigureT.52
self-portrait
Alex
drew
near-
the
blginning of
the
year.
"Good detail,"
said
mother.
,,Lots
of
realistic
subtleties
S-urf
kid "
In
the
right-hand
portion
self-portrait
at"*
"o*p1"1"J.,"u.
that
year s
close.
"Yikes "
said
his
mother'
"
detail.Nopupils,nodigits,nofeet,nohairlNogrowthinfinemotorabiliti
struggled
with
my
i.,t"tir"iution
of
ihose
portraiti
"Tll1r
Y1t^":"^".*":,::g
,rv
,ai:"?;1.;.'l""rvrl,ne
portraits.
Arei
easily
explained
to
me
the
signific
of
the
second
portrait.
There
was
less
detail,
y""'
b'i'
h"
heldupboth
arms'
m
-
-^^+
+-^^-'
nrtt,
u"a
Rexea
his
biceps,
"Mom,
look
how
strong
I
am "
Alex's
most
tret
;;;s"
of
his
kinde.guri".,
vear
was
ll?t l:
h1d
b,"":T:
tllt]:.1Y:t^::
Ui",
,ir.t
stronger:
5trp",.*t'
strong
Had
I
not
asked
Alex
to
attach
meanin
his
work,
to
self-evalulte,
I
would
hlave
been
left
with
an
unnecessarily
lim
conclusion
about
his
progress.
This
self-portrait
experience
humbled
me
as
a
structor
and
assessor.
It
taught me not to
overestimatl
my.
ability
:.1^*,9:l
irg
U"""a
on
the
informatiJn
I
gather'
It taught
me
that
to
understand
stu
learning
in
holistic
t"r-t,
i"""dio
ask
the
students
::
tf1f.i:l
lit":'J:
a*i"
iritr,u
process
of
assessment,
provide
opportunities
for students
to
set
to
have
choices
in
assessment,
to
self-evaluate'
and
to
evaluate
your
instrt
Inoureffortstoenhancestudents'skillsasevaluators'wecanhelpthem
evaluate
products
fr"*ift"it
Peers
as
well'
Through
peer assessment'
tt'1
learn
to
assess
the
quality
of
a
product
or
performance.without
reliance
o
teacher.
peer
assess-".rt
"u.r
be
informar,
such
as
when
students
edit
other,sworkorreviewhomeworkproblemstogether.Itcanalsobemore
mal,
as
when
students
rate
the
social
skills
of
grouP
members
at the
close
For
an
examPle
of
peer assessment,
watch
elementarY
students
discus
their
peers'
writing via
a
technique
dubbed
Author's
Chair.
Go
to
the
Merrill
Teacher
PreP
Web
site,
Video
Classroom,
Educational
Psychology,
Module
9,
Video
1.
What
stePs
would
the
teacher
need
to
have
taken
to
helP
students
learn
to
accuratelY
assess
their
peers'work?
Modern
Curriculum
Press/Pearson
Learning
cooperative
learning
experlence'
-
8/17/2019 Guillaume - Assessment Needs to Include Student 2
6/6
FIGARE
7.5
Assessment
A
lexander,s
self_portraits.
193
Alex's
Early
Kindergarten
Self_portrait
Alex's
Late
Kinctergarten
Self_portrait
@a
U,
..Assessment
must
include
not onlv
we
r
r
profe
s,
i
o
n
a
r
-
g
u
i
a
u
i,;
;;;
;
Ii":i
j i?r
:l
f,,,J;i:
ff
:
::
B::ixT.T,::
essionar
,naching
st'"d";;;,
;,-fr;'Tr[:
it
"r"".ii"t'iu'u'"nu.,
and
schoors
eed
to
take
the
rlig
ir
,n1rra,.ri"irli,*
j"
.r-,"
p.""Jrr"ri
""nooring,
incrud_
ng
the
assessment
l ?:".
n"_irllr;..,u
,1
,1.
s.";;;;;;Ii.pry
ensuring
that
tudents
get
to
bed,o1
time
and
u,uiu
t"u*v
u.-"um*t
fJioi"
,nu
o,n
tests.
your
ommunication
with
famiry
-il;;';;out
assessm"r,
rr,rrra
be
goar_driven,
uttifaceted,
and
incrusiv6
;i;h;;;;""*p"ctives.
r"".r,r"g;ip
7.4
gives
a
few
deas
for
incruding
famiries
"";;;;";'r;f
*,.
u"r""-"ri;;""J--rnity.
Another
F::[?J:rilif
'fl;''''o
";;r"*;;;"
i
e"13,
-
e*"4;'"'i:r,";00
1
;
Benson
E
r",,iv'."'"rJ;J';::H:: j,"::X't",j:1i"1,.1XT?;1":*U":::.i;jk:
seems
especiary
popurar
.,
,rr"
-iJitJ
,.r,oor
r"r"ii-r,"J
"trdunt,
.un
,r"r
n::i.i: :::"""T';::ffi
i;?:,:::l#a"",.i"I"o"iJ"I"u",',onthewebior
o.",I1,??iJ",i,:f
:_,"y;,;l;;Hi;l;flXY""fl
ffi
::-,"0"""ru.u"."I
*%ff
:::1n::.lfukttffi
"Jffi
;:Hny:*i#
jfi
##**ff
Assessment
Needs
to
Be
Integrated
into
a
Manageabre
sy,ncnt
You
have
a
tough job
todo
in
your
assessor
role.
you
will
assess
ay,
at
many
levets,
"1_a,"
".r"J"
;"
ilil"ins,
alt
*r;
ffi
tance
on
education
and
staying
ruii
J.,-a.."o.cffi,r
a"
vJE
a**
stggilrs