Reader Response CH.

6 Assessment

Name: _Brandi Smith_________

Some teachers are reluctant to use projects or activities in the classroom because they are unsure of how to assess students when using these more non-traditional ways of teaching. Explore the following websites:
http://rubistar.4teachers.org/index.php http://www.teach-nology.com/web_tools/rubrics/listening/ http://school.discoveryeducation.com/schrockguide/assess.html#builders

What are your thoughts about using rubrics to assess students? What comments or questions do you have about using rubrics to assess student work?
I think using rubrics for assessment is great, especially in a content area that relies heavily on performance and less on one correct written answer. Also, letting students know what is on a rubric ahead of time gives them concrete expectations and as they make choices in their behavior and attitudes they know exactly what the consequences (good and bad) will be. Also, the expectations of a project or assignment that should best be evaluated with a rubric (on a graduated scale, rather than a black or white, right or wrong answer) are more applicable to how the real world works. There are usually varying degrees of correctness in behavior or understanding. Visit the following sites at the Kansas Department of Education website regarding state assessment reports in the state of Kansas:

District/building report card: (You can type in any district or school in the State and see their progress.) http://online.ksde.org/rcard/searchpage.aspx Kansas Report Card: http://online.ksde.org/rcard/State.aspx Kansas Assessment Fact Sheets: http://www.ksde.org/Default.aspx?tabid=3766 Kansas Assessment Information: http://www.ksde.org/Default.aspx?tabid=420

Visit the following links to see how Kansas compares to the nation:

The Nations Report Card: http://nces.ed.gov/NATIONSREPORTCARD/ Go to http://nces.ed.gov/nationsreportcard/states/ to see how Kansas compares in the nation.

What information did you learn about how students in Kansas perform on reading assessments?
Kansas students have been performing above the national average on reading assessments for the last nearly 15 years. This is great, but is the national average really what we should be comparing ourselves to? The national average should be higherit could be if we as a society would demand support for public education and respect for teachers and students efforts. We can do better.

As a teacher, how do you feel about the public/parents having access to this assessment information? Do you think a teacher might consider the information found on the websites before accepting a job in a particular district or school?
I think its great that parents have access to this. Schools should make this more accessible and encourage parents to check it out. Any way that families can be more in the know with whats going on in their childs school is a good thing! I do think knowing this information ahead of time influences teachers decisions. I would hope that many teachers might see lwer scores as a challenge and

they would want to improve the schools scores. However, Im sure some teachers see that info (the scores, break down of demographics) as a warning.

Go to folder where you located this reader response. Choose 1 article on assessment from the choice folder which you are most interested in reading. Write at least 5 of your thoughts you would like to share with the class. These statements should reflect your personal thinking about big ideas presented in the article and not just statements copied directly from the article. For example: The article states that the HS dropout rate is 80%. I am surprised that this percentage is so large! What changes can be made to update our secondary schools and make students want to finish school? Title of Article: _____Top Ten Tips for Assessing Project-Based Learning_______________________ 1.

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Go to this website: http://marzanoresearch.com/popups/resources.aspx?product=55 This website will take you to the book Formative Assessment & Standards-Based Grading by Robert J. Marzano. Read Chapter 2: The Anatomy of Formative Assessment pgs. 21-34. After reading, complete the following exercises: Exercise 2.1 Obtrusive, Unobtrusive, and Student-GeneratedAssessments p. 35 After reading each of the following classroom assessment scenarios, determine whether it is best classified as an example of obtrusive, unobtrusive, or student-generated assessment. Circle the answer below: 1. 2. 3. 4. 5. obtrusive obtrusive obtrusive obtrusive obtrusive unobtrusive unobtrusive unobtrusive unobtrusive unobtrusive student-generated assessment student-generated assessment student-generated assessment student-generated assessment student-generated assessment

Exercise 2.2 Instructional Feedback Versus Formative Scores p. 36 After reading each of the following classroom scenarios, determine whether it illustrates an assessment being used for instructional feedback or for formative scores. Circle the answer below: 1. 2. 3. 4. 5. instructional feedback instructional feedback instructional feedback instructional feedback instructional feedback formative scores formative scores formative scores formative scores formative scores

Exercise 2.3 Review Questions p. 37 The following questions deal with much of the important content in this chapter. Answer each one. You will compare answers to the members of your group during class discussion. What are the three types of classroom assessment, and what are some of the unique qualities of each?

What are the three ways to use assessments, and what are some of the unique characteristics of each?

What is the difference between formative assessment and summative assessment (see the document Defining Formative and. Summative Assessment in reader response file)?

Describe how assessments can provide information to teachers about their own performances.

Go to this website: http://marzanoresearch.com/popups/resources.aspx?product=18 This website will take you to the book Designing & Teaching Learning Goals & Objectives by Robert J. Marzano. Read Chapter 2: Developing Specific Learning Goals and Tasks pgs. 13-24. After reading Chapter 2, click on the blue tab in the left-hand corner labeled Document. Download and print. Complete these exercises based on what you learned from chapter 2. Bring the completed pages with you to class. You can attach them to this Reader Response. Exercise 2.1: Learning Goals vs. Activities and Assignments Exercise 2.2: Declarative vs. Procedural Knowledge Exercise 2.3: Translating General Statements Into Learning Goals Exercise 2.4: Designing Assessment Tasks for Learning Goals

You might also look at the document in the Reader Response file called, Learning Objective Domains. This will help you select the right types of verbs when writing learning objectives.