Annenberg Video 6
Workshop 8. Assessment and Accountability
This video
was very helpful for me to watch, especially in linking the observations I’ve
been doing on checking for understanding with assessment as a whole.
The first
section of the video was the most intriguing for me. The video host was talking about where to
start. She said that the first things
she thinks about is where specifically she wants her students to be at the end
of the year. Next, she thinks about what
specific evidence will show this. Her
final step is to look at the students when they come into her class. Pre-assessing them is as crucial as these
first steps, and is thus the starting point of her instruction.
This
section held great points, and I am familiar with the process on a smaller
level. This is the same plan within each
unit, and even within each lesson.
Seeing it on a grander scale makes sense. While I’ve done this on the smaller scale, my
previous notions have been corrected. It
does not start with a lesson or a unit; it starts with a year plan that is
broken down into units, then lessons.
This seems like a simple concept, but having only been in a classroom
for parts of the year, I haven’t experienced the full scope of the entire year. It was good to put these thoughts in the
perspective of the full year.
Even before
starting the video, I was concerned about the amount of time needed for
assessment. While formal assessments can
take away from class time, the video host reassured my worries. She spoke about the give and take of
instruction and assessment, and how to integrate these seamlessly. She said that while teaching, she is in the
practice of instructing, assessing, and instructing seamlessly. This seems like a skill that would take some
time to accomplish fluidly, but the concept certainly makes sense. This thought was somewhat overwhelming to me,
but her next point was very helpful and I will certainly use the idea in my
future classroom. She said that there
are two truths we cannot get around. The
first is that you can’t expect to have good information about each student, and
to find it out in a day. The second is
that you can’t keep everything in your brain.
She suggested focusing on five students at a time, either for one day or
for one week at a time. The video showed
a teacher doing an example of this. He
was using a chart with a few student names, then room for notes under three or
so columns. As he walked around the
room, he made comments only on those specific students under the three
categories he’d chosen. This reminds me
of the reading groups I do for Mrs. Lance’s class. Every day there is a different group of five
students or so. I take notes on each
specific student for one or two reading strategies every lesson. It really gives me a chance to see where each
student is at. I will be continuing this
this week, and will further think on how I can use something similar in my room
without the guidance of whatever reading curriculum my school uses. My next steps would be creating my own
objectives for each lesson.
The last
part of the video that I want to discuss is the role students play in their own
assessment. In many St. Kate’s classes
we’ve discussed the benefits of rubrics, especially sharing the rubrics with
students before their assignment is completed.
The video upheld these previous discussions and reinforced my beliefs
about them. The host also mentioned
sharing expectations for the year with them.
I am not sure if this directly relates to standardized tests, but I’m
not sure if I wholeheartedly agree with this point. In Mrs. L’s class, she shared each students
previous testing score with them, then showed them what they need to score on
the next test. She would do this one or
shortly before testing day. It is good
to keep students in the loop on their progress, but for students who were
significantly below grade level, I expect it was quite discouraging. A third grader seeing they were far below the
previous goal and are now expected to gain 14 points in a sitting may not be
confident in their abilities, especially if they struggle in school on a daily
basis. Testing anxiety is already enough
of an issue for many students, and this can hardly help.
While I
agree that sharing expectations with students is very important, it is crucial
to communicate to them that those expectations are reasonable and
reachable. I do not know exactly how to
solve the issue of standardized tests and the reality that many students do not
reach the desired score. In terms of
classroom work, I think sharing expectations is another great way for students
to take control of their own learning and a source of great motivation. After they know what they must do to succeed,
they must know that they can succeed, then they can take their own steps to
reaching that success.
Question of the Day: What is the best piece of advice you
can give to any new teacher?
BE FLEXIBLE. Mrs. L
spoke of how a lot of teachers aren’t, and it is a huge detriment to their
teaching and their classroom environment.
She said that teaching doesn’t go according to plan sometimes, and that
is completely normal and not negative.
She went on to say that flexibility is needed not just within the
classroom, but in all areas of teaching.
This includes behavior, scheduling, the principal or school/curriculum
expectations, and parents, to name a few.
New teachers should anticipate adjusting many aspects of teaching for
their greatest success.
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