When the teacher gathers information from students, it is known as measurement. The decisions the teacher makes on each student based on the results of the measurements gathered forms the evaluation of that student. Measurements taken in the classroom may be formal, such as a test or a writing assignment, or informal, as when a teacher observes students working on an assignment. Both formal and informal measurements are needed in order for the teacher to accurately evaluate students.
A measurement is only as good as the accuracy of that measurement. For example, the book states that, ��Standardized reading tests, when administered and interpreted correctly, can give a more accurate measurement of a child�s reading level than informal methods (p. 307.)� As a general rule, teachers should review the types of measurements they use to make sure they are the most accurate to date. In addition to accuracy, measurements should be created so that they focus on higher level thinking skills, as opposed to basic recall of information.
There are effective and ineffective ways to measure the understanding of facts, concepts, and generalizations. In general, recognition items (i.e. multiple choice questions) are easier for the teacher to grade while production items are more time-consuming because they require the teacher to decide how accurate and acceptable each student�s answer is. Multiple choice items can be worded so that they require the student to demonstrate higher level thinking, such as an application-level multiple choice question that might ask a student to predict the consequences of a generalization.
While paper and pencil tests are still widely used in schools, alternative forms of assessment, such as performance and portfolio assessments, are also being incorporated into today�s classroom. These �authentic assessments� allow teachers to directly assess a student�s ability to either perform or demonstrate �real life� tasks. Examples of performance assessment might include an art student creating a sculpture, a band student playing an etude, or a science student conducting a dissection. Portfolios allow teachers to evaluate the progress of a student�s work over a period of time. Additionally, students are allowed to choose what materials to include in their portfolio. Rubrics help teachers incorporate standards into their assessments and help students see what is expected of them, thus giving them a better chance at succeeding at the task. Because the requirements are listed for students to follow, grading becomes easier for the teacher (i.e. the student either included the requirement or did not include it.)
Grades serve two main purposes:1) they provide the student with feedback on how well they are doing in the course and 2) they can be used to determine other factors, such as which course level (i.e. regular vs. honors class) to place students in and which scholarships a student might qualify for. Grades should always be used to measure a student�s academic achievement in the course and never used as an incentive for increased effort, maintaining a positive self image, or better behavior. My last teacher interview reflects this view of grades, since both of my teachers stressed that a student�s academic achievement and behavior are two separate factors and should be treated as such.
Grading systems should be simple and clear to students and should allow them to monitor their academic progress throughout the year. Additionally, teachers should keep students updated on their progress by providing them with regular feedback on how they are doing and what they can do to improve. Continuous feedback can prevent students from falling too far behind and thus increase their chance of success in the course. Finally, teachers should keep parents updated on their student�s progress. The most common form of feedback for parents is the report card. However, written progress reports and face-to-face discussions can also be used to inform parents. Additionally, parent-teacher conferences can allow teachers to gain insight on a student�s home life and family�s culture.
This chapter increased my understanding of the role of assessment in the classroom by providing me with appropriate as well as inappropriate ways to measure student achievement.