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Chapter Two – Building the Foundation for Classroom Assessment January 15, 2014

Posted by jennienorgaard in ECS 410.

This chapter talks about the idea that you have to build relationships with your students first and foremost, and then you can start to establish what the classroom agreements should be for how everyone will work and learn together. This all starts by providing your students with a safe school environment in which they can learn. When this safe school environment is made, students are then more likely to take the risks needed in order to benefit their own learning. Assessment for learning happens when “everyone knows that mistakes are essential for learning, understands feedback, takes time to learn, and recognizes that success has many different looks.” (pg.15)
This chapter distinguishes the different between descriptive feedback, which tells students about their learning and evaluative feedback, which tells the learner how she or he has performed as compared to others or as compared to what was to be learned. (pg.17) I learned from this chapter that the best feedback of the two is clearly descriptive feedback. The chapter emphasizes the importance it is to get your community involved with your students learning. Students are going to learn more if we as future teachers take the time to get to know these students more through their parents and guardians. Getting the parents and guardians to be involved in their child’s learning is also very beneficial to providing the child with the best learning experience possible for them.

The information provided in this chapter is very useful to help out our students in their learning journey. If we provide our students with very thorough and descriptive feedback for their assignments they will understand what they need to do differently next time and learn from these mistakes. However, if we were just to give our students evaluative feedback this wouldn’t benefit their learning in any way. In fact it might affect their learning in the sense that the do not like the mark they got on an assignment and don’t know what they did wrong or was lacking in it. Without the descriptive feedback the students don’t know what the expectations are of the teachers for their next assignments and will not know how to learn from their previous mistakes. Therefore, it is really key to ensure that as teachers we provide as much feedback and comments as possible to our students when marking and evaluating them on assignments. The students need to know what they did well and what they need to improve on so they can change for future assignments. If students don’t know what the mistakes are that they made how will they ever be able to improve? Therefore, the feedback in which we choose to provide our students with has a huge impact on how we will be judged as teachers. If we provided the feedback needed to help students improve from their mistakes they are more likely to enjoy what they are learning and be more interested in broadening their learning from this success.



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