This week in Assessment and Evaluation (ECS 410) we discussed and reflected on the assigned readings from Anne Davies’ book. Davies explores the process of establishing the foundations for assessment, and understanding what assessment can look like. Most interestingly, for me, she writes about the importance of involving students in shaping their learning, through thorough discussion of assessment goals and practicing tasks and assignments multiple times before evaluation. Question: Given time and resource restraints, what does this look like in a real setting?
Davies points to self-assessment and peer-assessment as vital opportunities for students to further their learning, and an incredible resource for teachers to include assessment without being overcome with papers or projects to read and critique. She describes a repeating loop of feedback that can be more effective with more feedback. When students understand how to give good, descriptive feedback, and also understand what to do with feedback they receive, then assessment becomes part of the learning process, rather than the teacher’s role. Question: What steps would a teacher have to take to teach ‘good feedback’ and descriptive critiquing to students?
“Self-assessment gives learners the opportunity to think about their thinking and their learning — a process called metacognition.” (Davies, 2011)
I would describe myself as a fairly creative person, so I like to let my mind wonder and dream about my future as a teacher. This week I continued to picture the design of my future classroom. Davies wrote that “building a classroom environment that supports learning involves finding out who your students are, and letting them find out who you are…” (2011, 25). Although I cannot know who my students are until I meet them, I started imagining the community I would want my classroom to represent. Imagine a room where students, and myself, furnish and decorate with items that support that community feelings. I have seen Instagram and Pinterest posts that show beanbag chairs and other comfy corners, but they are often focused to early years classrooms. Q: What happens to students in High School that makes us think they don’t need stimulation from their surroundings? I picture a room with flexible seating, music in the background, tables and desks for those who want them. I want students to feel at home learning in my classroom, through my teaching and through the environment we create.
- Chapter 1: Making Classroom Assessment Work (Davies)
- Chapter 2: Building the Foundation for Classroom Assessment (Davies)
- Chapter 11: Learning by Ourselves, and With Others (Davies)
- Formative Assessment in Seven Good Moves (Duckor)