Module 4 Activity 3

 What we assess, catering for diversity:

Reading this unit has created in me a greater appreciation for assessment. From the reading, I have gathered that process assessment helps us as teachers to examine the means by which students learn and achieve. Product assessment however reveals little or no information about the processes that students used in creating the products or arriving at an answer for example. Product assessment focuses more on learning that is assumed to be, in some sense, complete. I have however discovered from the readings and my own analysis that it is important to become familiar with both product and process assessment in an effort to better assist my students. 

Additionally, assessment data allows a teacher to develop a profile of a particular student that specifies a child’s areas of strength and areas for improvement. With this, I can devise an instructional plan that can build on the strengths of the students while focusing on areas that need improvement.  In order for assessment to be effective it must be ongoing and ready feedback must be provided to students. This section of the module made f or interesting reading and information.

 “Without an understanding of the unique meanings existing for the individual, the problems of helping him effectively are insurmountable.” Arthur Coombs.

Although I am well aware that not all learners are the same and that students learn differently, my classroom practice as it relates to assessment, do not cater sufficiently to the different types of intelligences and learning styles. One can argue quite persuasively that the curriculum and school are bias towards uniformity and equality across the board which can restrict diversity within the classroom. Be that as it may, as a teacher I must begin to seriously address the issue of diversity.  I must find a balance between uniformity and diversity, by changing my methodology and approach to teaching. The use of differentiated instruction and authentic assessment is a step in the right direction.  As I make use of the plethora of information my repertoire of assessment practices would be greatly enhanced. I am also cognizant of the fact that as I engage in assessment that I would need to be flexible.  If the teacher is to plan effectively he or she must take into consideration the various intelligences and learning styles of the students.  Planning enables the teacher to incorporate new instructional strategies and learning activities which can enhance learning. It is through planning, the teacher can cater to students’ individual needs

Module 4 Assignment 1 Reflection

Evaluating the influences of current or past assessment practice

As a classroom teacher I rely on assessment data to determine important decisions regarding curriculum, classroom management and daily activities. Throughout my teaching career I have adopted the phrase, put forward by Cohen and Cowen (2007)  that “assessment drives instructions” which means that assessment is an integral part of classroom teacher’s responsibility, and that all instructional decisions should be based on careful collection and analysis of information gathered from students. 

While completing the survey and later while working on the assignment, I was able to analyse the various assessment methods and tools which I employ as a teaching practitioner to assess and record my students’ performance and levels of achievement. As I reflected on my my practice I came to the realization that there was a heavy reliance on traditional methods of assessment. This would most definitely change as work is continued on this module. As teachers we must be mindful of the fact that in the assessment process the important driving force behind meaningful assessment is the factor of decision making. In order for assessment to be effective we must engage in this activity frequently and provide continuous feedback to students. In the final analysis both formal and informal assessment should be ongoing, thus guiding teachers to make informed decision about instruction.

Module 4 Activity1 Reflection

 Reflecting on your assessment practice

The completing of the questionnaire was truly a time of introspection for me. I was placed in a mood of self-analysis and my methods of assessment were brought into question.  From the results I discovered that I am making reasonable use of a range of assessment techniques that if employed more frequently can afford my students a greater opportunity to succeed. I am of the opinion that I can make use of more informal form of assessments like portfolios to give students the opportunity to express themselves and I trace or monitor their individual learning more.

I was a bit apprehensive to read what students had to state about the use of the assessment tools used in the classroom and their view of it. At the end of the questionnaire one student said to that he thinks that they are tested too often which is quite frustrating and stressful for them. I entered into his feelings but also reminded him that this has to be done to prepare them well for the final exams that will determine which Secondary school they will go to.

This conversation then reminded me of the disparity between assessment for learning and assessment of learning. The truth is this imbalance can frustrate teachers and create an awkward tension between classroom assessment of students learning for accountability purposes and assessment for learning. Teachers are therefore expected to prepare students to excel on standardized tests. Being a grade six teacher, I am constantly reminded of this.