assessment.journal2

When I explain to my teacher that I needed to observe the different forms of assessment in the class, he wanted to me to look through their math book. In the classroom they use the book series called //Everyday Math//, and it has a book just for the assessment portion. Every chapter is broken down into three forms of assessment. The first way the students are to be assessed is a standard self assessment chart, (one page in length.) While my teacher admitted that he does not use it in every chapter, I thought it was a really positive way to get feedback from the students. The chart consisted of three columns: “I can do and explain,” “I can do on my own,” and “I can do if I see an example or with help from others.” Every section has topics it breaks down so the students can fill out the checklist. I also like how the checklist is worded because with sixth graders they are very concerned with others’ opinions and may not want to admit when they cannot do something. While they still may be self conscious of needing help, I feel they are more likely to admit they are struggling when it is worded as “I can do it if I see an example or with help from others.” The next section that I know is used quite frequently in the classroom the written assessment. This is also the longest assessment; it comes with a couple pages of work for the students. It offers quick problems, often aimed at a specific portion of the problem before putting all the steps together. The students respond well to this, and usually do it in groups to help each other. The down side being that there is no way to tell on these problems if they understand it or if they got the answers because that is what their friends had for answers. This section is usually what is discussed as a class and that is when the teacher tries to read who really does understand the concepts. The third and last form of assessment including in this book is open responses. It typically is a page long and is word problems that require the students to use multiple steps to get answers. This is typically more difficult for the students and used at the end of the chapter. However it helps to see who truly understand and who is struggling. Unlike the written assessment problems it does not show what step the student is having trouble in, so this would need to be used afterwards. I think the combination of assessment works in theory. I know that in my classroom for instance they do not use every form the book gives which is understandable. I also know that the class does activities outside of this book, including the more authentic forms of assessment.

<<Back to EDC 452 home page <<Section 2 <<Sara's Assessment Journals