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Chapter Six – Involving Students in Classroom Assessment January 30, 2014

Posted by jennienorgaard in ECS 410.

This chapter talks about involving your students when it comes to assessment. Not only does this engage the students more in their own learning but they also start to understand what is important while they learn. Six key strategies where learning is the main focus include: involve students in setting and using criteria, engage students in self-assessment, increase the sources of specific, descriptive feedback, assist students to set goals, have students collect evidence of learning in relation to standards, and have students present evidence of learning in relation to standards.

When I think of assessment in the math classroom, I believe it can guide instruction in the sense that it allows the teacher to understand what their students are struggling with, what needs to be reviewed, what needs to be talked about more, how to change your teaching style to aid more students, what needs to be done differently and what works well. When a teacher incorporates different assessment strategies and different teaching styles in the classroom their students are more likely to be engaged and learn more.  I think that allowing the students to decide as a class how the grades should be distributed can lead to a better learning environment. For example, if your students are not the greatest at writing exams then they can make exams worth less of their final grade, as this would be an insufficient way of assessing them on what they have learned.

However, I haven’t really come up with different ways in which we can assess students in math classes apart from quizzes, homework checks, test/exams and projects. At this point, the only other assessment styles I can think of in a math classroom apart from the typical paper and pen/pencil style would be to have a conversation with your students. From the reading, engaging students in self-assessment would be a process in which could help the students understand what is expected to be learned. For example, providing the students with acronyms such as SUNA could lead the students in the right direction of what is expected from them. This process allows students time to absorb what was being taught and learn the proper material. Students will learn more based on the different kinds of feedback they get, so it is essential for students to get feedback from both their peers and teachers. Another way of involving your students in classroom assessment would be to increase the sources of specific and descriptive feedback. The more feedback we provide for our students the more they can learn from their mistakes. They can then see what they are doing well and what they need to improve on. Also, assisting students to set goals would be another form of classroom assessment that your students could be involved in. So, the students identify what they would like to be able to achieve by the end of the semester and work towards achieving these goals throughout the semester. From here, students can identify what they are struggling with and what they are learning. These are some ideas in which we can involve our students in classroom assessment, but I still have a difficult time understanding how we can assess our students in a math classroom apart from the traditional paper and pen style.



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