Assessing Chapter Two

Abstract:

This chapter discussed mastery, what is considered evidence of mastery and deciphering what is important. It is wise to have one commonly accepted definition of mastery. Mastery can be easily manipulating. Memorization does not constitute mastery. When students can use six facets of understanding to demonstrate the knowledge of a subject, then it is easy to assume that true understanding and mastery has taken place. Using the six facets can be very useful when determining what to teach and how to teach students from multiple backgrounds.
There are two ways to track mastery: give multiple assignments in the content and track the progress of work over time. Objectives must be defined before an assessment can be produced or lessons constructed.
Teachers need to consistently consider new ways to teach and learn. Teachers who are open to new ideas and conversation will benefit. Some schools offer teaching guides (pacing guides) for their teachers; however those plans should be open to change.

Reflection:

Our team agreed that there was a link between this chapter and the DI/UbD book. It connects to the six facets of learning and how important they are to the aspect of teaching and learning. In the end of the chapter a reference was made that, as educators, we strive to do no harm and that we don’t want our lessons to be so called “shots in the dark”.
Mike mentioned the subject of grading and how it should be based on the student’s ability and the effort put forth. It has been mentioned that students are not graded on ability or effort and just because. This method of grading is inappropriate and does not seek the ultimate goal of mastery.
Students need to feel as though they are challenged and need to retain the knowledge presented to them. Mastery is the main objective in a classroom.

It Begins

Hopefully I invited everyone correctly, I guess we'll find out tommorrow.