Part 1: Summary of Significance and Assessment
I for one really appreciated this section of the book. I loved the opportunity to really get a handle on the various types of assessments (Ellen, how many times did I ask you during our ATLAS work..."Now this is a summative assessment right?"). I loved the table on pages 78-80 that clearly articulated the types of assessments, and the various examples. Just what I needed.
More importantly I appreciated the overview that discussed the significance of assessment. The line on page 73 which stated, "The intent of assessment and feedback systems is to report student performance in a way that promotes future success." What good is an assessment if you don't learn from it? The emphasis on progress and achievement rather than failure really resonated with me. I know we have had many department discussion regarding assessment and our role in it. I felt this chapter prepared me to be a stronger stakeholder in the area of assessments.
The principals of assessment which covered pages 74-75 were also very enlightening. I especially liked the section that outlined what assessment design needed to comprise in order to have a positive effect on student performance. The second of these really spoke to me: Contain regular opportunities for feedback and reflection to improve quality and sophistication of work. After all, as the authors state, "...the purpose of feedback is to facilitate learning" (75).
After reading this section I asked myself if the assessments I use made a difference to student learning? Hmmm...anxious to see what you all thought.
Part 2: Predictable Challenges in Assessment
The three challenges given on page 80 made me think! I was intrigued with the continued reference to "real world" assessments. The examples given on page 81 were great, and clearly made me realize how often we self assess. I also loved the example on page 82 of "expectation failure." I was again struck by the importance of studying biographies/autobiographies and memoirs in school. This is something Allison Zmuda brought up during her visit to Brockport...the importance of modeling perseverance to students. This section of the chapter reminded me of this.
The challenge of measuring what is necessary rather that what is easy resonated with me. I need to remember that "having the basics down, such as recall or procedural fluency is not synonymous with being knowledgeable, skillful or wise" (83). Again, food for thought. How can I better assess my students...much fodder for discussion.
