Nicole_Journal+Two

On Friday February 13, 2009 I visited my cooperating teacher’s fourth grade classroom at LaPerche Elementary in Smithfield. The type of assessment I inquired about was not conducted in the classroom at the time I was there, but I was able to review the final product each student created and talk with the teacher about how the assessment was conducted. Each student in the classroom created an exciting, new spin on the classic book report. To make the students excited about writing a book report, she had each student’s final book report product cover three sides of a compact disk case and a blank compact disk. There were three different books represented in the entire class’ book reports since students were reading books complimenting their own reading level. Students were asked to work on their own report by themselves. They were each given five pieces of paper correlating with the dimensions of the CD case they would be working with. Rough drafts were created and turned in for revision and then the final product was created using pen and colored pencils. On the front cover of the case, students were asked to illustrate their favorite scene in the book they read. Also, the title of the book a student read and the student’s name was written on the front cover. Next, on the inside of the cover students were asked to write five questions they would ask the main character of their story. Then, on the actual CD students wrote an in-depth summary that covered the back and front of the disk. On the back cover they were asked to write if they would recommend this book to a friend and why. Ideally, this type of assessment is not one that could be conducted in a single day. Students worked the entire week to create their CD book report. What I liked about this type of assessment is that the product was one that the students had never produced before. Therefore, the class had been excited about creating something new. The teacher did a great job of turning a somewhat repetitive form of assessment into a creative display. I also like how the teacher showed the students an example of one she had created before introducing the project. Adding to the written guidelines, this oral and visual instruction the teacher presented gave the students a clear understanding of what was expected. I also noticed the importance of the students being able to turn in their work for revision. Wiggins agrees that a “one shot” type of assessment is not as authentic as an assessment that allows another try. I am sure Wiggins would not be completely satisfied with how realistic this assessment truly is, but I did like the way the teacher incorporated a means of technology into something as simple as a book report. After observing the final product the students created and discussing how successful the entire process was with the teacher I would not hesitate to use this type of assessment in my classroom.