Reflection (Article 2):

As teachers we know that it is imperative that we implement classroom assessments for the benefit of our students. We are already overloaded with such a tremendous amount of work, so adding another element to our work seems overwhelming. Although, once we take pause and realize the benefits that these assessments will make for our students, we will understand the importance of taking that small amount of time to create them. If we can create a group of assessments that grade level teachers can share and collaborate on, the time can be shared and feedback from each teacher can lead to better, more well rounded assessments.

Classroom Assessment: Minute by Minute, Day by Day

Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: minute by minute, day by day. Educational Leaders, 63(3), 19-24. Retrieved from http://meade.k12.sd.us/PASS/Pass%20Adobe%20Files/March%20Pass%20Training%20Files/classroom%20assess%20article%20ed%20lead.pdf

As Educators we know that assessing our students is imperative in understanding the depth at which our students have comprehended what we have taught. Most assessments are given at the end of a unit or formal testing is given every 6-10 weeks. The dilemma that arises with these types of assessments is that by the time the results are given,  it’s too late to return to that specific unit or subject of study and make modifications (Leahy, Lyon, Thompson, and Wiliam, 2005).  

The new trend for teaching is utilizing in-class assessments. These assessments can be used during instruction in order for the teacher to gage whether her students have comprehended the immediate material or whether she needs to revisit the method in which it was taught. Low achievement is often the result of students failing to understand what teachers require of them (Black & Wiliam, 1998).

There are several ways that teachers can give effective in-class assessments. Questions can be asked throughout the lesson to random students, in this manner all of the students make a conscience effort to pay attention because they are unsure whether they will be called on or not. Another strategy is to use a green card-red card plan. Throughout the lesson, the teacher can ask whether the students understand the material. The students raise either a red (does not understand) or green (does understand) card up. If the majority of the students raise a red card, the teacher responds by returning to the material and re-teaching it. Exit tickets are another manner in which to evaluate student learning. There are several manners in which a teacher can implement in-class assessments; the difficulty is in deciding the type or types of assessments that will be utilized in the classroom

As different techniques are used and implemented, it is important that the different approaches are shared with other colleagues. Together they can learn from each other, and they can work cooperatively to decide on factors that reveal when to remain on a unit or when to move on to the next challenge. Collaboration amongst teachers in this respect is essential for the benefit of the students in the classroom. (Leahy, Lyon, Thompson, and Wiliam, 2005).

Reflection (After reading Article 1):

As I read, "How Classroom Assessments Improve Learning,"  I got a better sense of the importance of assessments. When I formulated my “problem statement” this summer, I felt as if I had focused on a serious need in our school. I surveyed some staff, regarding assessments, in another class and realized that there was a great concern over assessments within the school. This is the main reason I choose to change my topic and pursue this new one based on assessments. It has been a challenge getting to this point, but I hope it will be a rewarding one once it has been accomplished.

How Classroom Assessments Improve Learning

Guskey, T. (2003, February 2003). How Classroom Assessments Improve Learning. Educational Leadership, 60(5), 1-6.

Summary:

As Educators, we know the importance of implementing classroom assessments in order to structure our lessons accordingly, but for most of us, training to create these assessments has been unavailable. Classroom assessments serve as a means to monitor the students in our classes. Classroom assessments should be used as a source of information to learn about the areas of need for our students. Assessments should not contain information that is “secret,” but rather include information that the students have previously seen. In this article, the author states that, “Teachers are testing what they teach. If a concept isn’t important enough to teach, then it isn’t important enough to assess” (Guskey, 2003).

            Teachers need to take the information gathered from an assessment to help them analyze where the areas of concern are most prevalent. In this manner, they can return to that area and re-teach that specific concept. Developing those re-teaching ideas may seem daunting for some educators because they feel that they are doing this alone. Team meetings, where teachers are able to collaborate, can be effective in this situation (Guskey, 2003).

            Assessments are a crucial part of the classroom environment. They assist teachers in pinpointing the areas of need that were either not taught effectively or a concept that the students did not grasp. If teachers come together and work cooperatively, they can share ideas and create more effective classroom assessments that can aid not only in classroom instruction, but also in creating benchmarks for each student.

Link (Retrieved from):

http://deeprunwildcats.org/metcalf/wp-content/uploads/2011/03/HowClssrmAssess.pdf