http://constructingmeaning.com/2009/12/23/thoughts-on-assessment-a-conversation/ ~ rethinking school back to relevance ~ Sun, 06 Jun 2010 15:02:14 +0000 hourly 1 http://wordpress.com/ http://constructingmeaning.com/2009/12/23/thoughts-on-assessment-a-conversation/#comment-806 Thoughts on Assessment 3: Writing the obit on summative assessment « Constructing Meaning Fri, 05 Feb 2010 20:36:25 +0000 http://constructingmeaning.com/?p=236#comment-806 [...] Thoughts on Assessment 2: A conversation [...] [...] Thoughts on Assessment 2: A conversation [...]

]]> http://constructingmeaning.com/2009/12/23/thoughts-on-assessment-a-conversation/#comment-679 Renee / TeachMoore Wed, 23 Dec 2009 22:25:28 +0000 http://constructingmeaning.com/?p=236#comment-679 Thank you for helping us revisit the value of formative assessments. In the current testing-charged atmosphere, many teachers have allowed ourselves to be scared away from assessment. But I agree with that genuine evaluation is an essential part of every teacher's work. I'd like to hear and think more about the possibilities of using formative assessments. Thank you for helping us revisit the value of formative assessments. In the current testing-charged atmosphere, many teachers have allowed ourselves to be scared away from assessment. But I agree with that genuine evaluation is an essential part of every teacher’s work. I’d like to hear and think more about the possibilities of using formative assessments.

]]> http://constructingmeaning.com/2009/12/23/thoughts-on-assessment-a-conversation/#comment-678 janwebb21 Wed, 23 Dec 2009 22:20:19 +0000 http://constructingmeaning.com/?p=236#comment-678 Hear, hear! Well said. Although in a primary school context (as I am in) I would still say that a portfolio of evidence built up throughout a unit/an opportunity to demonstrate application of the knowledge learnt is more (age-)appropriate than an end of unit, high-pressure assessment. Using formative assessment to "fill the gaps" and develop pupils' understanding is the MOST important part of our job as teachers, isn't it? As such, I think any assessment that doesn't put the emphasis on this pupil development is only paying lip-service to the term "assessment" and is ticking boxes put in place by the "powers-that-be". And are we there to put ticks in boxes by completing an end of unit summative assessment, or to move our children's learning forward? I know what I aim to do and I think every other educator I have spoken to says the same (please forgive me if I am wrong and have mis-interpreted anything anyone has ever said to me!). Hear, hear! Well said. Although in a primary school context (as I am in) I would still say that a portfolio of evidence built up throughout a unit/an opportunity to demonstrate application of the knowledge learnt is more (age-)appropriate than an end of unit, high-pressure assessment. Using formative assessment to “fill the gaps” and develop pupils’ understanding is the MOST important part of our job as teachers, isn’t it? As such, I think any assessment that doesn’t put the emphasis on this pupil development is only paying lip-service to the term “assessment” and is ticking boxes put in place by the “powers-that-be”. And are we there to put ticks in boxes by completing an end of unit summative assessment, or to move our children’s learning forward? I know what I aim to do and I think every other educator I have spoken to says the same (please forgive me if I am wrong and have mis-interpreted anything anyone has ever said to me!).

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