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Friday, January 6, 2012
Chapter 14- Introduction to Teaching-Kauchak ,Eggen Assessment, Standards, and Accountability
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As a future educator, I find assessments, standards, and accountability the most challenging part of teaching. Assessment is the process teachers us to gather information and make decisions about students' learning and development (Chapter 14, p. 414). There are different types of assessments teachers use: informal, formal, formative and summative assessments. According to the text, the process of assessment is supposed to be used to promote learning in the classroom by aligning it with standards and learning objectives, measuring both students' knowledge and their thinking, including a detailed feedback, as well as avoiding social comparisons (Chapter 14, p. 422). Continuously assessing students throughout the school year helps teachers determine problem areas in students' thinking and understanding of content. According to our text, grading is the process of condensing large amounts of information into a simple form, for the purpose of communicating students' progress. Grading to me seems at this point as an impossible task, especially when it's a classroom full of 30 + first graders. How does one manage to accurately measure students' learning? How does one stay fair to everyone? In my children's elementary school, in Boulder Valley School district, the academic performance standards are measured in numbers, from 1 to 4. 1 means Does Not Meet Standard, 2 is for Partial Achievement, 3 stands for Proficient Achievement, and 4 is for Advanced Achievement of Standard. There is also overall Student Progress Grading: Excellent, Good, Some, and No Progress. So, every trimester, I get a Report Card for each of my children in Elementary School. There are no pluses in this grading system, and I was told, rarely does anyone get a 4. In addition to academics, the students' effort and motivation as well as behavior and attitudes get grades, which range from + (consistently) to -(seldom). As a parent, I find the grading system in my school district a bit confusing, but it is only like this on elementary level. In Middle School, my oldest gets graded by more familiar percentages, such as 90 to 100% is an A, etc. Like the text pointed out, there is more emphasis placed on grades, and less on motivation, effort, attitude and behavior on her report card. I find this system of grading easier to implement, as it combines all the graded work for the student in an area of study, such as math or social studies. I hope that by the time I get to teach, I develop a strong understanding on how to implement a particular grading process in my classroom.
ReplyDeleteHi Victoria,
DeleteI am not familiar with the 1-4 grading system. I would also find this confusing. Children get used to this format and then it changes once they enter middle school. I am interested to know what the reasoning is. Is it to take the pressure of receiving a letter grade and be more focused on learning?
This chapter was a bit eye-opening to me. I was surprised that the author had to remind teachers that they should not base grades and performance on students personalities and appearance. I know we are all human, but isn't this common sense?
I really enjoyed reading your post. Great job!
Hi Victoria,
DeleteI have a daughter in Kindergarten so I am familiar with this kind of grading. It's a bit different here, but the same basic idea as you described. Although not given letter grades, the students are for the most part assessed for what they know and what they don't know. At our parent/teacher conferences though, I was a bit put off by the standardized testing that our district does, and that they are subjecting students this young to it, and partially grading them on it. Her teacher explained to us that our daughter would have done much better except that she had no sense of urgency when doing the assessment (she's 5). I was actually a bit put off to think about a little 5 year old being expected to start jumping the assessments hoops and "perform" for them.
Shana,
DeleteI am not exactly sure why the school district chooses to use 1 through 4 grading system. It does get confusing, for us parents especially, not so much for the children, I think. Perhaps this system is used in elementary grades so that the kids don't develop a low self esteem, when, say, they get a C for the trimester. After all, these are precious years, and so much changes in one year, so just because a child has troubles reading one year, doesn't mean they will never get better, especially in Kindergarten.
Nisa,
DeleteI totally agree with you, Kindergarten these days is way different than when my husband went to school. Now, it's one thing to have the 5 year old reach a certain standard, it's another expecting them to "perform." I think the way these milestones are reached in elementary grades really depend on how the teacher approaches them. One of my girls had the most difficult time catching up with everyone else, and the teacher's expectations, and was immediately put on a ILP, in October. Granted, she was 4 when she started kindergarten, and a lot of her peers were turning 6, her teacher thought she needed additional help one on one. To make a long story short, she developed a low self esteem, and stopped wanting to go to school at all. Thankfully, we moved, and in her new school, her teacher did not think she should've been put on a ILP at all so early in the year, as little kids do grow so fast just in a few months time, so she was taken off the plan, and proceeded at a regular pace. My daughter is in 2nd grade now, and enjoys reading Harry Potter. She loved her new teacher, and grew to love going to school again. So, teacher's approach does matter.
Chapter 14 describes assessment using a colorful palate of adjectives that includes systematic, formal, informal, valid, reliable, among others. Call me a nerd, but I found myself imagining these adjectives graphed in intersecting spectrums. For example, a graph with one axis ranging from systematic to willy-nilly intersected by an axis ranging from formal to informal. In this particular graph the quadrant that most interests me is the overlap between informal and systematic means of assessment. Is possible to informally assess students with out “falling into the trap of concluding that our students understand an idea because we have explained it carefully” (p. 414)? Is it possible to have a systematic and thorough understanding of where the students are at without the investment in time and trees necessary for constant paper and pencil assessment? Part of the answer to these questions may be in the use of what our book describes as performance assessments.
ReplyDeleteOne inspiring example of a performance assessment is described by Gail Boushey and Joan Moser’s “Café” approach to reading. In this approach the teacher confers with students individually or in small groups and keeps detailed notes on their reading goals and progress in her notebook or “pensive”. One teacher who has adopted this approach and moved away from the more formal assessments of weekly “selection” tests sums up the paradox of this type of assessment in saying that she has a way better understanding of her students reading but a hard time knowing what to put in the grade book.
Chapter 14 Shana Bennett
ReplyDeleteAnalysis of the reading/issue
Before reading this chapter I had not even thought about assessments and the major role they play in learning. Standards are put into place for a reason. Teachers need to be accountable for teaching their students.
2. Questions and/or contradictions about the reading/issue.
I didn’t have any questions. I will rely on the schools policy and will collaborate with other teachers as the text suggests.
3. How did the reading reflect you or allow you to look at an issue differently?
I had never heard of the “High-stakes tests: Standardized assessments that states and districts use to determine whether students will advance from one grade to another, graduate from high school, or have access to specific fields of study (p. 434).”
Just reading that made me anxious. I have terrible test anxiety and cannot imagine one test determining whether or not I would be allowed to advance. Many times when I begin a test, my mind will go completely blank. It is nerve-racking! I don’t think giving one test is effective in measuring the student’s knowledge of the information. I believe that a portfolio is a much better idea.
4. Connecting the reading to you. Examples of your own experience.
Things have changed quite a bit since I was in school. I went to grade school in the 80’s. We were graded on homework, quizzes and tests. It seems like a portfolio was unheard of back then. The majority of my teachers did a lot of lecturing and very little abstract teaching. I do believe that methods and standards are moving in the right direction. We have learned what doesn’t work and are implementing strategies that are more effective.
State testing is stressful for everyone involved: teachers trying to get their students ready for these tests is a challenge in itself as the younger ones cannot possibly grasp the idea of their school not making AYP and those consequences, older students that do understand how important the tests are but just don't do their best for a variety of reasons and then there are students that do care and get so stressed that I have seen some cry! Regular classroom testing is one thing, these State tests are getting to be absurd!
DeleteI think that standard testing is good for the children so we know how well that they have mastered the skill at hand but I do not believe High –Stakes Testing is the way the school system should go about this I think that it puts too much pressure on students and stresses them out and another big problem is that not all people are good test takers I mean sit in a chair for like 6 hours and do testing this is not right because of the different levels children are at in learning. I think teaching has come a long ways from when I was a student in elementary, middle, and high school. I am amazed at how fast they want children to learn and the amounts of high stakes testing that they do now I think that is unfair for a 3 grader to be worried that he/she will not pass because they cannot pass a test I believe that if the students shows well knowledge and understanding in the classroom through homework, class assignments, and small knowledge based test I think that a child should be able to move on because it is extremely unfair for a student that has A’s and B’s cannot pass a high stakes test means that they cannot move on to the next grade level.
ReplyDeleteI strongly agree with you on the stress and pressure that students feel due to all the standardized tests that occur in today's education. I also agree with the fact that some students are not good test takers. I am one of those people that get "test anxiety" and just dread taking tests. I think that it is important for students and teachers to have that accountability as to making sure content is being taught and that students are learning the content, however, teachers can use the performance assessments, this way the students wouldn't know they are being "tested".
DeleteI agree with you. Tests are very helpful but can also be very stressful on students as well. As a student I got high anxiety about tests and big tests like the Standardized testing. I wish there was a way for the tests not to be so stressful on our students.
DeleteI agree with you completely on the High Stakes testing. While tests are helpful, we should not make them stressful. We should not push children to learn and grow up so fast and yes if they are doing well in class, on homework and regular assignment assessments, just because they cannot pass a high stakes test this should not hold them back. There are too many factors that might be at play to use one test to make that determination.
DeleteAs always, when reading this text I am drawn in the amount of information and how they present it. I am still in my first year of being a Para in a middle school, and I said to one of my teachers, “Gosh, someone needs a college class to understand all of this data and when and how to use it!” She smiled and said “Oh there is, just you wait!” And I see how very right she was. Not only in the dissecting of this chapter but also in the course line up for my elementary education degree, I see that assessment is a big deal and something I need to come to terms with right away in understanding and in the ability to administer assessments, use the information effectively, and help provide my students feedback that’s useful and helps in learning.
ReplyDeleteWhenever I start a chapter in this book, I always take the “This I believe” questionnaire at the beginning of the chapter. Most times I am pretty close, but in this chapter I got almost every question wrong. I was completely mistaken at just how important assessment is in the classroom. I think perhaps I felt that way because I feel that a lot of standardized tests are NOT truly representative of what a student knows or is capable of. I say that because I get test anxiety and have never done well on standardized tests, however my grades have always been good. I also find that trying to remember all the information necessary to be daunting and difficult which also leads to my personal bias. What this translates to me is I need to stop transferring my own bias regarding assessments and learn how to use them effectively. However, especially after reading “Taking a Stand in an Era of Reform” on page 436, I have to doubt how much emphasis is put on the assessments for judging a student and an entire school. Granted, practices can ALWAYS be perfected and improved, but I have a great deal of doubt how much you are learning about a person’s knowledge, capabilities, and future potential based on these tests. In addition, I have had a great deal of opportunity to look at the state tests for our 6th grade math, and I realized that what the teachers had been teaching in math all year so far was completely geared towards these tests. I had a huge “AH HA” moment. Although I am glad the kids had good preparation, you have to ask yourself if the education was for state assessment or for necessary academic and future life skills.
In our school, we are currently in the middle of state assessments and it’s a very stressful time. I was not totally aware of just how important assessments are in the schools today. Our teachers seem almost as concerned about their own performance as they are about their students’ performance. When reading this chapter I read in several places that assessments are used to evaluate what students have learned as well as how well the teacher taught the material. A quote on page 434 states that “you will be held responsible for ensuring that your students meet certain standards”. This was describing the term accountability, and then in the next paragraph it goes into detail on high stakes assessments and how we will be responsible for preparing students for these tests. That was a huge wake-up to me, and brought home more understanding as to why some of the teachers I know were nervous about the state assessments.
I am in my 4th year as a para and I know how important to the teacher these tests are. I'm also married to a teacher and a mother of a teacher and I see the stress they go through just waiting for test results. Officially or not, the teachers are held accountable for their students' results even though they can only do so much and they cannot control what their students are feeling or thinking on test day. And I can tell you that not just some of the teachers you know were nervous about the state assessments, they ALL were!
DeleteI will agree this book does a great job of providing information in an easy to understand format without shoving a bunch of useless statistics and information as fillers. This chapter, as with the others, is straight forward and tells you like it is. I appreciate that information. I can only imagine what it might be like for teachers during assessment time. We always hear about how students get nervous but they aren't the only ones. My sister-in-law is a 2nd grade teacher and you would think the world is coming to an end during this time. She is such a freak and basket case she is almost impossible to be around. I just hope she is not projecting that stress around her students causing them unnecessary stress. I worry about that with teachers, are they so worried about the assessments that they pass that on to their students?
DeleteI do think tests are important to measure how much students have learned and is essential in subjects such as math. Tests are a great tool for teachers showing them what they need to reteach or reinforce. Tests in electives, I don't believe are essential. As many classes as I have taken over the years, I have enjoyed those classes that didn't test us to "death" and concentrated on the subject itself. Speaking as a parent of five, my husband and I have been to countless parent-teacher conferences over the years and I know that studying and cramming for tests can bring on useless anxiety and often resulted in "knowledge for the moment" as some of mine couldn't remember what they had learned after the tests were over. None the less, passing or not passing their tests resulted in two teachers, an interior designer, a media editor and one in the music industry. My point is that tests and grades are measurements of what is being taught but not representation of retention.
ReplyDeleteHi Madge,
DeleteYou make a point I was talking about earlier when you said that it is not representative of retention. Some of these tests, I am concerned are more of a measure of how much we can stuff in our heads and in our kids' heads and well they can regurgitate that information for the exam. Which you also said they then do a huge brain dump afterwards. I do see the need for testing, but at the same time I see great flaws that I am concerned could be "weeding out" remarkable and gifted people.
I think I'd have to agree with you, in general, tests do measure just how much knowledge the students have accumulated on a subject. I don't like taking tests, and usually dread them, but I think it's only because I started school here in 9th grade, and wasn't used to this type of standardized testing. My oldest has been taking CCAPs since third grade, and my second daughter had to do it for the first time this year. I usually tell them to do their best, to not worry about it, and once you are done, forget about it. I think it's good that they are starting this yearly, at some point it becomes just ons of those things they have to do, no big deal, been there, done that. After all, the road ahead is filled with tests, whether it be SAT, ACT, or some other certifications, everything is a test, so they earlier they get used to it, the better they will be.
DeleteChapter 14
ReplyDeleteAnalysis of the reading/issue
This chapter is on Standardized testing and the other tests and assessments that students have to complete during their growth in school. Some tests are to show the teachers what they need to focus on during the year with a group of students. Other “National” tests are set in place to see how much a student knows.
2. Questions and/or contradictions about the reading/issue.
I didn’t have any questions. It is really hard to understand some of the assessments that they place on students in general and it is very hard with preschoolers. We have assessments that we look at when doing an activity or a lesson. With preschool children it is difficult for me to understand all of these molds that are on paper, being that I am a very hands on teacher.
3. How did the reading reflect you or allow you to look at an issue differently?
I think this chapter did a good job with explaining why we have these tests and why they are important to the teachers, the school system as well as the parents and children. I think I look at tests and assessments now as not being such a scary thing. I know some teachers have a fear of their students not doing well on assessments but to me, I think it is something that has to be done.
4. Connecting the reading to you. Examples of your own experience.
When I was in school, I always dreaded tests because I always did poorly on the math portion. I did well in all other areas but math was very hard for me. I understand why students get so scared when taking these tests because I got scared as well. I think knowing what I know now. I will be a better educator because I have been through it.
Blog week 10
ReplyDeleteChapter 14 deals with all the different kinds of assessment. It also deals with the reasons for assessment. It discusses the accountability parts for teachers. Of course, it talks about grading. It was an informative chapter regarding using assessments to judge the level of comprehension your students are getting from the material. When in I was in school, taking assessments was more like a day off. However, my teachers were probably disappointed in what they learned from reviewing my scores. It was not until I became older and wiser to realize the ultimate purpose of these assessments.
I agree as a student taking these assessments I remember not really understanding why we had to take so many tests. Many of my classmates also felt the same way and many of them didn't really try their best because their scores were irrelevant to their overall grades in school. This type of thinking places a great amount of stress on teachers and it is one of the obstacles that must be overcome when administering these tests to students. The teacher must not only prepare the class for the material that will be expected on the exam, but they must also motivate them to give their maximal effort.
DeleteThis chapter was about Assessments, Standards, and Reporting. Teachers assess students by gathering information about their learning to ensure understanding before going on with successive lessons to promote learning. They also line their lessons and assessing up with standards to help students understand and meet these standards on the state tests they take. Standards are an important and integral part of everyday instruction because of this. Assessments keep students accountable by having them demonstrate their understanding instead of simple memorization and teachers accountable for ensuring the standards of what students should know and know how to do by the end of the lesson period. Technology has helped this process become simpler by keeping records of test scores and giving immediate feedback on scores. Scores are an indicator of what needs to be taught again in some cases as well as what is mastered. It is good feedback and should be communicated in private to encourage each student, never made a social or public thing. Grading is feedback as well and teachers are generally on their own when deciding grades and how to report the students’ progress. These reports differ from elementary to high school in the goals defined. Elementary are more affective and academic whereas middle and high school tend to show progress as a letter grade and comment on the students overall attitude and effort.
ReplyDeleteAfter reading, I question how I will end up grading and reporting parents their students’ progress and what parameters I’ll use. I also wonder how the Standards and Assessment in general will change in the future. This chapter helped me understand the true application of Assessment and gave me a better picture of how to check for understanding and promote learning. The informal assessment goes on all during the day which I see and report to the teacher in our class. But like the model with Jenny and Molly, Formal Assessment needs to be done to check individual understanding of the material. Good communication and decision making are very important and assessment and reporting should prove to be interesting and valuable tools in promoting learning!
After reading this chapter I thought a lot about how I would do my grading also. I think in the future that assessments will be way to big of a deal. Don't get me wrong I think it is important to test what kids know but I think they will be very challenging in the future.
DeleteAnalysis of the reading/issue
ReplyDeleteAssessments/testing worried me the most, next to being creative and effective in lesson plans. This chapter explained what is expected of teachers and students when assessing their comprehension of subjects during their time in school and the tools teachers can use to assess this comprehension. These tests/assessments show us as educators where we need focus throughout the year. I believe it would be good to not only assess our students but also us as educators to ensure we are providing the best education for our students.
2. Questions and/or contradictions about the reading/issue.
I really didn’t have any questions about the reading however I would be interested in what others think about assessing teachers so they know where they stand in their education of the students. Do you think teachers should be "tested” or assessed in order to keep their job? Do you think all teachers should be assessed the same no matter the grade level? Iowa’s current governor is looking at such testing to ensure students are receiving the best education from an educator and if the teacher does not live up to that, they are in jeopardy of losing their job. I can see where this can beneficial, especially for educators who might have been in the system for quite some time and are simply “going through the motions” until retirement. I only say that because I had teachers like that in high school and feel I didn’t get the most I could have from a class no matter how hard I tried.
3. How did the reading reflect you or allow you to look at an issue differently?
Assessment and testing do not frighten me as much as before I read this chapter. This chapter helped me understand what is expected of us as educators when teaching our students and how the grading is not all the same throughout a student’s entire education. The explanation of why these tests are important to not just students and their parents but educators as well was helpful. It is important for all us.
4. Connecting the reading to you. Examples of your own experience.
I have never been a great test taker. If you were to look up test anxiety in the dictionary, my picture just might be there. The teachers I had in high school (once I moved to Iowa) did not seem to push me or the other students to our best. They simply seemed to be teaching what they have taught the past 10 years maybe. No creativity and no real teaching, mostly just talking to the class. When it came to tests, I never felt fully prepared for what I was tested on because even though I did my homework and studied, I needed that “in class” visual and auditory lesson. I need to hear it and see examples for it to sink in fully. I love my online college classes with lectures. I get so much more out of them then the ones where we are on our own. My suggestion to some online college instructors to look back to the basics and realize some of us are still auditory and visual learners and without that, my assessment and testing might not be as good as it might be if I had more visual/auditory lessons/lectures.
In reading Chapter 14 I realized why it is more important to do testing in school. It helps teachers be able to gather information and make decisions about students learning and development. When it comes to grading and how as a teacher you are responsible for your own type of system which involves having homework that can help a student learn. When teaching different levels you usually add different things to your report card such as in elementary you might have how well student works with others. That most schools have standards written for most topics like math, science, and P.E.
ReplyDeleteAfter reading this I would question how much pressure schools put on students to perform during assessments. I think the way some curriculum is taught isn't beneficial to students.
I looked at how homework can be a more important tool is the success to a student learning. I think home work should be beneficial and not overwhelming so that a student actually wants to do it.
In my job I go to the schools and see kids during testing time. I think school teachers and students are more stressed during those weeks because there is so much pressure to do well. I know students that worry so much about doing well that it makes them overwhelmed and stressed. I don't think that students should have to stress about assessments.
I agree with you that the way the curriculum is taught may be harmful to students. I also agree with you that these assessments put a great amount of stress on these students and it can be an obstacle for students, especially those at the elementary level. More time needs to be dedicated to learning and less needs to u be used on testing.
DeleteChapter 14 talked about assessments in school and if they are beneficial or not for the students as well as the teachers. Personally, I believe that these assessments are more harmful to the education system than helpful. I understand that these assessments must be made in order to judge whether a school or class is learning the correct material. But in doing so teachers must spend less time teaching information that is more applicable to the real world, and more time teaching the information that will be seen on a state assessment. I believe students tend to use less imagination with this kind of testing. Students must learn only how to be successful in answering a multiple choice math question that they will probably forget the minute they finish the test. Again I understand why the system is set up the way it is, I just wish there was less assessments required to provide more time for learning.
ReplyDelete