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
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