Assessment

Even as a student I thought it was unfair that we would spend so long learning something and only have one chance to prove our knowledge on the big test that came at the end of the unit. As a student, I would have much preferred the new form of assessment which combines both formal and informal techniques. Routman says it best: "Assessment must promote learning, not just measure it" (559). I agree with him that it is important to use assessments to help students learn their strengths and weaknesses and also learn from their mistakes so that they can do better on future assignments. I never give a child a test or assessment back without giving her/him the opportunity to ask questions about it. I try to meet with the children who have had difficulty one on one so that I can assist the student in recognizing where they had trouble.
"Self-assessment is critical" (561). I have found this to be true as well. I have found that sometimes children are more critical of themselves than I would have been of them. I like to have them do self-assessments in all subject areas but and area that it works particularly well in is Reading- Literature Circles. Students are honest (most of the time) about their contributions and they really think critically about their contribution to the group.
Routman discusses using portfolios to document students' progress throughout the year. He discusses the importance of giving the child much of the responsibility and freedom of choice in terms of what to include. I think that is very important, as well, because then the child feels a sense of ownership and pride about the work he/she chooses.
I enjoyed reading about "three pluses and a wish." I think it's a good way to report progress as well as get feedback from children. It can be used in many ways including a way for the teacher to reflect on best practices.
The discussion of "standards" was right on. I agree that the standards were created with good intention, but as discussed, there are many flaws: the are not equitable, rigorous, are difficult to use/understand and don't promote inquiry learning. What is perhaps most frustrating to educators is that the statewide standardized tests are based on these standards. Like Routman says, they are rarely supported by all the wonderful things that go on in a classroom such as self-assessment, observation, portfolios, open-ended responses, etc.
One of the things that has helped me most in all of the areas Routman has discussed in this chapter is going to Staff Development workshops. Whether they be in or out of district conferences or even as simple as grade-level articulation meetings with a literacy coach, they always provide feedback. I think it is so important to discuss our practices with other teachers. Because we are alone in our classrooms all day with children, we must ask others to come observe us and/or give us feedback on different styles of teaching and things that have worked in other classrooms. The best thing about teaching is that you can always try new things, including different ways to assess the children.
I thought the online links about assessment were also very useful. First, I read the assessment techniques and the principles of effective literacy assessment. Then, I read the "snapshots" of Mrs. Rodriguez's classroom and found that she implemented many of the principles and techniques that were discussed. It was also encouraging for me to read several of these and realize that I already do them in my own classroom. I also got a lot of ideas of things to try in upcoming years.