Book Title: Fair Isn’t Always Equal Chapter #: Six
Abstract:
Traditional questions include matching, true/false, missing word, multiple choice, definition, essay, and short answer. Not-so-traditional questions include analogies, drawings, real-life applications, brainstorming. Constructed response questions make students apply knowledge where forced choice questions make student choose from answers, which does not prove understanding. When giving a True/False test be sure to write the T/F so students can circle. Otherwise the handwriting will be hard to decipher. It also helps if students use the double recording method. They fold the paper and record the answer twice. That way the teacher has a copy to correct and can go over the test, giving students immediate feedback. It is helpful to use patters and sequences when grading tests. The example was given: TFFTTFFFTT. The pattern should not be conspicuous.
It is helpful to put point values on tests; this way students know what information is truly important and can spend most of their time addressing higher point valued questions. Keep tests short. Try not to use timed tests because they cause anxiety and can have negative impacts. Include subtle errors in order to determine whether a student really grasps the content. Add fun to tests by making questions using students in class. Use puns and riddle; however do not stray from the substance of the test. Use straightforward questions. If you teach certain concepts a certain way, make sure to test the same exact way. Using new techniques on tests is unfair to students. Small tests should be given throughout the course vice one huge test at the end of the course. The more information there is on a test, the less reliable the grade becomes. Varying questions on tests will help with student’s different levels of knowledge; basically use the tiered method when testing. Be sure that complex questions are asked early in the test so that the student does not answer the hardest questions when they are tired. Feedback is important for students and it is also a motivational tool.
Reflection:
This chapter was very helpful in that writing tests has and is a foreign subject thus far. Our group agreed that we like the strategies given.
A short test that contains important information that offers student feedback to strengths and weakness will be very beneficial for the teacher and the student. The student can then be assessed as to where the student stands and where the lesson plan needs revisions. This chapter reiterates formative assessing which we all believed as crucial to the learning process.
The idea of adding fun into the tests was a fantastic idea; adding student’s names into tests. What a creative idea to get students excited about assessments.
Katie Rose was curious as to why there are bad teachers and bad tests when we know what things work in classrooms and what do not.
Monday, February 12, 2007
Sunday, February 11, 2007
Chapter 5
Abstract:
Tiering Assessments:
This chapter was mainly about assessments and how they should be created in order to accommodate all levels of learning in order for more students to succeed. This chapter mentioned Vygotsky's zone of proximal development and how it says that students can be pushed if they are nurtured and safe in their environment. It is up to teachers to provide this environment and help students succeed. This chapter is also about assessing and describing intelligences in students. One of the first things it says is there is no test to determine exactly what type of intelligence every student is. The chapter then goes on to explain different ways you can find out what type of intelligences your students are and what way it is best to go about teaching them. The chapter also provides a check list to figure out which intelligence the student is more prone to.
Thoughts:
Logically it makes sense that once you know what type of intelligence you are most prone to you should try to find out what the majority of your students are as well. Knowing your students is key to understanding them and if you don't understand how they learn best it is not as likely that you will reach them and they will not respect you as much. As teachers we need to try to be as multi-faceted as possible because the more uni-faceted we are the more students we will not be able to educate. This chapter has some great ideas but there is a lot of them, Ideally it should all be applied but its hard to do that without all the tools that would be necessary.
Tiering Assessments:
This chapter was mainly about assessments and how they should be created in order to accommodate all levels of learning in order for more students to succeed. This chapter mentioned Vygotsky's zone of proximal development and how it says that students can be pushed if they are nurtured and safe in their environment. It is up to teachers to provide this environment and help students succeed. This chapter is also about assessing and describing intelligences in students. One of the first things it says is there is no test to determine exactly what type of intelligence every student is. The chapter then goes on to explain different ways you can find out what type of intelligences your students are and what way it is best to go about teaching them. The chapter also provides a check list to figure out which intelligence the student is more prone to.
Thoughts:
Logically it makes sense that once you know what type of intelligence you are most prone to you should try to find out what the majority of your students are as well. Knowing your students is key to understanding them and if you don't understand how they learn best it is not as likely that you will reach them and they will not respect you as much. As teachers we need to try to be as multi-faceted as possible because the more uni-faceted we are the more students we will not be able to educate. This chapter has some great ideas but there is a lot of them, Ideally it should all be applied but its hard to do that without all the tools that would be necessary.
Wednesday, February 7, 2007
Chapter 4
Analysis
This chapter discussed three specific kinds of assessment:
Portfolios
Rubrics
Student Self-Assessment
Portfolios provide a “big picture” of the educational process, and help the teacher to judge the student’s mastery of a unit. They are an attractive, complete and orderly way to asses the student’s knowledge. Portfolios are also nice because they produce a product that students, teachers and parents can have to document a student’s progression.
Rubrics are really an essential part of many assessments. They give students clear guidelines, which are important and help them to meet expectations and goals. There are broad rubrics and specific, individualized rubrics. Each type of rubric has different criteria, but they still leave little room for error or confusion and this helps students and teachers.
Student self-assessment is very important for both teachers and students. The chapter provided many examples of self-assessment ideas. It also stressed the importance of allowing students to redo work so that they are truly learning the content and won’t be left behind. This way, students can be actively involved in their educational experience.
Reflection
We all agreed that we liked all three forms of assessment represented in this chapter. We thought that portfolios provided an excellent compilation of the students work and their level of mastery of the work. It also gives educators a chance to assess the student’s level of organization and can help them to develop academic skills beyond the usual spectrum they are used to.
We felt that rubrics are very important and after seeing Rubistar in class, we feel a bit more comfortable with them and can see the possibilities. Rubrics really focus on clarification and this makes it easier for students to succeed. It also helps teachers make grading decisions accurately and fairly.
Lastly, we felt that self-assessment is invaluable in the classroom. It goes without saying that this form of assessment really serves students and provides them with the tools they need to learn from and be proud of their educational endeavors.
This chapter discussed three specific kinds of assessment:
Portfolios
Rubrics
Student Self-Assessment
Portfolios provide a “big picture” of the educational process, and help the teacher to judge the student’s mastery of a unit. They are an attractive, complete and orderly way to asses the student’s knowledge. Portfolios are also nice because they produce a product that students, teachers and parents can have to document a student’s progression.
Rubrics are really an essential part of many assessments. They give students clear guidelines, which are important and help them to meet expectations and goals. There are broad rubrics and specific, individualized rubrics. Each type of rubric has different criteria, but they still leave little room for error or confusion and this helps students and teachers.
Student self-assessment is very important for both teachers and students. The chapter provided many examples of self-assessment ideas. It also stressed the importance of allowing students to redo work so that they are truly learning the content and won’t be left behind. This way, students can be actively involved in their educational experience.
Reflection
We all agreed that we liked all three forms of assessment represented in this chapter. We thought that portfolios provided an excellent compilation of the students work and their level of mastery of the work. It also gives educators a chance to assess the student’s level of organization and can help them to develop academic skills beyond the usual spectrum they are used to.
We felt that rubrics are very important and after seeing Rubistar in class, we feel a bit more comfortable with them and can see the possibilities. Rubrics really focus on clarification and this makes it easier for students to succeed. It also helps teachers make grading decisions accurately and fairly.
Lastly, we felt that self-assessment is invaluable in the classroom. It goes without saying that this form of assessment really serves students and provides them with the tools they need to learn from and be proud of their educational endeavors.
Assessing Ch 3
Abstract:
This chapter gave many strategies such as:
- Giving students an example of the completed project. This will provide students with a concrete guide to follow.
- Pre-assessment before lesson plan is constructed or give the end-of-unit test on the first class session. This will give students an idea of what knowledge they must gain.
It is crucial for a teacher to revisit the essential understanding for the duration of the course. It is important to keep records of what worked, what was adjusted, and what did not work. It is also important allow students to redo work. Make tests an opportunity for success. Remember that students are not yet adults and should not be held to adult standards. Don't give "fluff" to students, they will get bored and the teacher will lose credibility. Give substantial assignments that make sense being done.
Reflection:
The group agrees that it is a good idea to give little assessments throughout the course. This will give students an idea where they stand, give the teacher an idea where the student stands, and students will not stress over a large assessment at the end asking them to remember entire course content.
One member of the group feels as though students are being babied; as though teachers are spoiling them by too much differentiation.
This chapter makes a good point by saying that students are not on all the time. This basically means that sometimes students are ready for learning and sometimes not. Its important to teach very important content when they are on.
This chapter gave many strategies such as:
- Giving students an example of the completed project. This will provide students with a concrete guide to follow.
- Pre-assessment before lesson plan is constructed or give the end-of-unit test on the first class session. This will give students an idea of what knowledge they must gain.
It is crucial for a teacher to revisit the essential understanding for the duration of the course. It is important to keep records of what worked, what was adjusted, and what did not work. It is also important allow students to redo work. Make tests an opportunity for success. Remember that students are not yet adults and should not be held to adult standards. Don't give "fluff" to students, they will get bored and the teacher will lose credibility. Give substantial assignments that make sense being done.
Reflection:
The group agrees that it is a good idea to give little assessments throughout the course. This will give students an idea where they stand, give the teacher an idea where the student stands, and students will not stress over a large assessment at the end asking them to remember entire course content.
One member of the group feels as though students are being babied; as though teachers are spoiling them by too much differentiation.
This chapter makes a good point by saying that students are not on all the time. This basically means that sometimes students are ready for learning and sometimes not. Its important to teach very important content when they are on.
Monday, February 5, 2007
Chapter 1
Abstract:
This book starts out explaining that students are and will be different. It's a fact of life and in order to be an effective teacher, it's something that we're going to have to work with. We need to do something called "differentiated instrucion" where we teach students based on their learning needs instead of one set way of teaching. This isn't easy, it's responsive teaching, every year there is a new crop of students with new needs and new changes. We have to recognize that and work with it. This style of teaching used to be frowned upon, but now it is a powerful tool to many students who would be left behind without it. eaching is a profession where one size does not fit all. Students need differentiated teaching to progress. Student trust teachers who use this method because they feel like the teacher is reaching them on their own individual level and can work with them. It is important for a teacher to commit to a student's success and not to deny involvement if a student fails.
reflections:
Our group was able to connect to the part where it compared learning to the military. In school they teach everything to everyone, but in the military you get specialized training according to what you are good at. You get individual instruction and are able to have confidence in whatyou are learning because it just makes sense. The idea of setting students up for success appeals to us. Give them small duties and responsabilities until they can live up to bigger ones.
This book starts out explaining that students are and will be different. It's a fact of life and in order to be an effective teacher, it's something that we're going to have to work with. We need to do something called "differentiated instrucion" where we teach students based on their learning needs instead of one set way of teaching. This isn't easy, it's responsive teaching, every year there is a new crop of students with new needs and new changes. We have to recognize that and work with it. This style of teaching used to be frowned upon, but now it is a powerful tool to many students who would be left behind without it. eaching is a profession where one size does not fit all. Students need differentiated teaching to progress. Student trust teachers who use this method because they feel like the teacher is reaching them on their own individual level and can work with them. It is important for a teacher to commit to a student's success and not to deny involvement if a student fails.
reflections:
Our group was able to connect to the part where it compared learning to the military. In school they teach everything to everyone, but in the military you get specialized training according to what you are good at. You get individual instruction and are able to have confidence in whatyou are learning because it just makes sense. The idea of setting students up for success appeals to us. Give them small duties and responsabilities until they can live up to bigger ones.
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