Module 5

In my years of working and observing in classrooms, I have seen the good, the bad, and the ugly when it comes to testing. I have seen teachers in struggling schools who do nothing but prepare students for standardized test and teachers prepping for a test like their jobs depended on it because it did. Testing can be stressful and put unnecessary pressure on the students but there is a right way to do it. Chapter fifteen gives some great insight into the benefits and functionality of student assessment. 

When I read the title of this chapter it brought me back to the stresses of my elementary days. As soon as I was aware of the letter grade system I began to compare myself with my peers. I went to a school where every paper was graded and sent home at the end of the week. Every worksheet was done independently and for a grade. I wasn’t until my work in schools as an adult that I realized the best teachers don’t grade the majority of the assignments. They use the assignments as to tool to help the students better understand the work. If a problem is missed rather than marking it wrong the teacher or peer group help the student understand the right answer.

According to Woolfolk, there are two types of assessments: formative- before or during the instruction, and summative assessment- at the end of instruction (p. 570). Prior to reading Woolfolk, I had never thought of the benefits of doing an assessment before teaching to see what your students already know. I think this type of evaluation can be very helpful in preparing lessons and curriculum. This feedback can also be used to track students progress at the end of the year.

I love some of the ideas for alternative assessments given in Woolfolk on page 580. Instead of young students a written evaluation, test them in “real like situation” like giving correct change at a pretend store (p. 580).  Students can also build a portfolio to showcase their accomplishments and progress. Exhibitions such as science fairs are a great way for students to display progress (p. 581).

Students should be involved in the assessment process as much as possible. I don’t believe grades or scores should be shared or rewarded publically. I also believe it is unethical to use scores in any way except to benefit the student (Woolfolk, p. 600). My goal as a teacher is to keep test taking and prep time to a minimum and spend as much time as possible on classroom instruction.