By trying to identify their sources of evidence, the teacher better understands where their difficulties arise and can alter their teaching accordingly and lead the students toward better understanding of the concept.Īs another example, a planning session about future science projects in which the students work in small groups on different topic issues leads to a discussion about the criteria for judging the work quality. The students have an opportunity to reflect on and demonstrate their thinking. As groups of students conduct experiments, the teacher circulates around the room and questions individuals about the conclusions drawn from their data. The teacher decides that the class will revisit an earlier completed laboratory activity and, in the process, examine the connections between that activity and the discussion at hand. In a class discussion, for example, remarks by some of the students may lead the teacher to believe that they do not understand the concept of energy conservation.
It is a natural part of classroom life that is a world away from formal examinations-both in spirit and in purpose.ĭuring the school day, opportunities often arise for producing useful assessment information for teachers and students. The type of classroom assessment discussed in this chapter focuses upon the daily opportunities and interactions afforded to teachers and students for collecting information about student work and understandings, then uses that information to improve both teaching and learning.
#ANY TEACHERS USE IGRADE PLUS FULL#
However, these familiar aspects of assessment do not capture the full extent or subtlety of how assessment operates every day in the classroom. Administrators also may be interested in the material presented in this chapter.Īssessment usually conjures up images of an end-of-unit test, a quarterly report card, a state-level examination on basic skills, or the letter grade for a final laboratory report. The chapter offers a guiding framework to use when considering everyday assessments and then discusses the roles and responsibilities of teachers and students in improving assessment. The primary audiences for this chapter are classroom teachers and teacher educators.
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