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Chapter Seven – Using Assessment to Guide Instruction February 5, 2014

Posted by jennienorgaard in ECS 410.
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This chapter talks about teaching students while helping them learn how to assess themselves. Students learn how to assess themselves in order to be successful. This is also known as assessment for learning. This chapter deals with the idea that the students come up with the criteria needed for the assignments they are asked to do. However, the teacher can add in a few other details to the criteria that the students have created. This way students are involved in their own learning and know what all the expectations are for the end result. From the criteria that the students are asked to come up with, they can self-assess their own work before handing it in. From the criteria the students come up with, they create a T-chart showing all of their ideas and from here the T-chart can be a guide to their ongoing learning, assessment and evaluation. This chapter talks about “how instruction is changing as we involve students in classroom assessment.” (p.71)

From my past experiences, I found that most students were usually engaged more when the learning was done in some sort of a game or challenge/competition. For example, students would be more involved in the learning if it was in the form of a game that resulted in a winner and possibly receiving a prize. When there was a goal that students wanted to reach, such as “winning the prize” at the end, they were a lot more focused and engaged in the classroom. Students were more involved in their own learning in this way as it wasn’t the traditional teacher lecturing at the front of the room. The students didn’t really know what the learning destination was; they just knew that they wanted to win the game in the end. I wouldn’t say the students really knew what kind of evidence they had to produce, they normally just blurted out as many answers to the questions as possible until they got the correct answer. However, in some cases this got students thinking more about their answers before saying them to make sure it was correct. As for the self-monitoring part I don’t think it really applied in this sense. Unless the individual or teams were to compare themselves to the other team from what the end result was.

I find that when students are more involved in their own learning and it isn’t just the traditional teacher lecturing and students listening, the students are usually more focused and engaged in the lesson. I think that games/activities/competitions are a great way to get the students more engaged in their own learning. However, it doesn’t always have to result in the “winning” team getting a prize or treat. Apart from these ways, there are also other different ways that can be incorporated to get more students involved in their own learning that should be utilized more often. I think it is important to incorporate “real world” problems or situations especially when dealing with a math classroom. I find that students are more engaged and are willing to take part more in the lesson if they can see that they can actually use this math in other areas of their lives apart from in math class.

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