This
chapter discusses assessment and backwards planning. The chapter says that in
order to successfully incorporate assessment into a unit, one must first decide
what the overarching goals of the unit and have these in mind. It encourages
that teachers give the end of unit assessment at the beginning of the unit so
that they know what students already know and the students know what they are
expected to know.
The
text gives an interpretation of the purpose of assessments that I have never
thought of before. It explains that assessments should not be the only way to
test a student’s mastery of a subjects and that tests should not have any
surprises. One thing that stood out to me about this chapter is when it said
that if a student has to ask “Will this be on the test?” the teacher is not
using assessments correctly.
Teachers
need to be clear with what they expect of students. In addition to clearly
explaining what they will be tested on, teachers should present the goals of
each unit at the beginning of the unit. This way, students will understand what
the value is of the lesson and what they are going to be tested on later on. I
have always disliked when teachers were not clear about what we were expected
to know. Studying and learning is much easier when the teacher is specific
about what students should be learning. Trying to learn when the teacher is
vague is difficult and frustrating.
No comments:
Post a Comment