Linda Ch.15-17

Linda CH.15-17

Chapter fifteen deals with the integration of assessments into the classroom and the implications of choosing different approaches. I found the chapter repeating the definitions of procedural and declarative knowledge once again, and restating the importance of knowing that we, as teachers, can not see student knowledge. It is helpful for me to hear the information again in order to understand it fully. I know from experience that informal assessments take place practically every moment in a classroom. I like the suggestions of using checklists (ch.16), to be sure that I retain vital information. The most important advice is to have a clear idea of what the goals are for the day and the nature of the constructs to be learned. And to also include the content of assessments to be outlined and used (page 210). I know we think about the goals of the lesson and how to implement instruction; it is good to think ahead about how to assess as well. One additional point that I agree with is that where research is inconclusive, we must recognize that different approaches to teaching work well, with the selection of the best option depending on characteristics of the students and teachers who are involved. This to me is the most important point of the chapter. So many variables make up a classroom, and the characteristics of the teacher and his/her students are the most defining ones. If one teacher finds that assessing students in a particular informal way works well, it may not work as well for another teacher in the same area.

Chapter sixteen- Although I felt like a great deal of the material was addressing secondary education, the chapter was informative. The statement that "grades should rely on a number of assessments, which collectively represent a broad cross-section of instructional objectives covered during the term", is the most poignant. To really see if the information is learned, the student must be assessed on the same material in numerous ways and at numerous times. Becoming an expert is the goal, and to do this the information must be retained, applicable, and recalled by the student. I found the statement that students are more likely to avoid a low grade than work for a high grade. I really think that we have a problem in this country with work ethics. From small children to adults, the average American seems to have an entitlement attitude. I may be just in a negative frame of mind right now, sorry, but I really feel that for someone to feel true accomplishment, they must be challenged and put forth real effort in reaching a goal. Statistics and news reports state that in other countries, students spend a signifigantly more substantial amount of time pursuing educational success. It does not surprise me, then when a chapter says that students will just do what it takes to be average and not strive for a high grade. What are the suggestions for handling cheating and incomplete work if one is not able to show affects through grades? I agree that a zero does not representa best estimate of a student's acheivement with the skills, and I know how much that one grade can ruin the rest of the grades. However, I think that getting things done, and on time should be factors. If a high school student fails to get things in and receives a zero, then the grade will go down. I don't think that a college is interested in why the grade was low, just that it is, and if it is because the student has organizational issues, is lazy, or unmotivated, then those are things that a college should take under consideration as well as academic issues. Letting students make up the missing assignments is great, but they should be accountable, and there needs to be consequences for cheating and missing/incomplete work. Because the zero is so "potent" as the chapter says, then I would think a student would do what is necessary to avoid getting one. I feel that other means of discipling are to be chosen first, but what are the suggestions if work is not being done?

Chapter seventeen-This is a useful chapter discussing standardized tests. Knowing how to interpret scores is obviously important, especially when so much is riding on the results. In chapter fifteen it is stated that standardized tests are scheduled inadvance, take weeks to see results, measure broad samples of content, and they predominantly provide norm-referenced interpretations. These are in contrast to the tests designed to be intergrated into the classroom. The first sentence in the chapter says so much; the test originates outside the school, but significantly affects what goes on in the classroom. Isn't that the truth. Within the chapter it seems like there are still alot of questions to be answered, and a good deal of reseach to still be done. In regards to grouping students, and the concern of classifying them, the results are inconlusive as to what is best. The suggestion that teachers should be familiar with the characteristics of scores used with stadardized test, be able to identify equivalent scores across commonly used scores, and to recognize the advantages and limitations of these scales is right on. I really feel there is alot for me to learn yet, and I hope I can do it quickly. The idea that failing to understand the scores could lead to errors in classiying students, makes me want to know as much as possible to avoid such a mistake.