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Chapter Five – Evidence of Learning January 30, 2014

Posted by jennienorgaard in ECS 410.
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This chapter talks about the different kinds of evidence teachers can collect that provide them with an understanding of what their students are actually learning. The learning outcomes may be the same in the end, but different teachers will collect different kinds of evidence. These forms of evidence vary from teacher to teacher but also from student to student as each student learns in different ways, at different times and provide different ways of representing their learning. This chapter talks about the “three general sources of assessment evidence gathered in classrooms: observation of learning, products students create, and conversations with students about learning. It is important to allow your students to explain their learning journey and essential to give your students the appropriate feedback as teachers to let the students know how they are doing well and what areas need improvement.

I believe that providing students with evidence of their own learning is important so that students can build on from there, know what to do differently next time, and can see what they are doing correctly. As teachers, it is also important to allow students to provide their learning in whatever style/way they want. This is important because everyone learns differently and it is essential to provide every student with the same chance to represent their learning in whatever way they are most confident and comfortable with. We are limiting our students from expressing everything they have actually learned when we don’t allow them the opportunity to represent their own learning in whatever way best suits them. This way it also allows teachers to provide the best and most effective feedback to the students when they are given the opportunity to express their learning in their own way.

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