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Chapter Eight – Collecting, Organizing, and Presenting Evidence February 6, 2014

Posted by jennienorgaard in ECS 410.

This chapter talks about how the students need to be involved in assessing their own learning. In order to do this, students must also be responsible for collecting, organizing and presenting evidence of their learning. By providing this information students can then start to understand when they are actually learning and succeeding. Students need to have a collection of evidence, as it becomes a visual to their learning over time. This ensures all students have a fair and balanced form of assessment. This chapter talks about how to make this process work by including the four key components to help support student learning in your classroom. These four keys are: keep the process simple, involve students, help students and parents value the evidence and reconsider evidence collections.

I think it is important that students are involved with their own learning. If students are to collect, organize and present evidence of their learning they are actually comprehending what they are learning and not just memorizing concepts and ideas for exams. This is important, as each individual student will be able to see how much he or she has learned in a semester from this process. I think this is a great way of assessing students as the parents can also start to understand what their students are learning in school as their child can see how much learning they are actually achieving throughout this process. From this process, the students can also pick out their best piece of work that they did over time and then they can talk to different people about this new learning they are doing. This way students can also take their learning outside of the classroom as well since they can explain to their peers and parents everything that they are learning. This process also allows parents, teachers and the students themselves to see how much the students actually learned over the semester. Not only are students learning more through this process, but the students are also getting better grades in the end. Students are not being graded on their individual assignments, instead the teacher can inform the students on what areas of this process needs more improving on and the areas in which the students are excelling at. In the end, I believe that this way of doing things may take more time, but it also benefits the students more. They start to actually see what they have learned throughout the semester instead of just getting marks back from their teachers after every assignment and test. The students also feel more confident in their grades at the end as they can relate the grade to everything they have actually learned and not how well they memorized concepts the night before the exam.



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