Assessment is a valuable part of the teaching process. Without some measure of assessment, be it formal or informal, it would be difficult to determine if students understood and were able to apply the desired material and/or concepts. Wiggins and McTighe provide a continuum of assessments which include informal checks for understanding, observations and dialogues, tests and quizzes, academic prompts, and performance tasks (2005, p. 152). Each type of evidence provides the teacher with varying degrees of detail on student understanding and requires a full range in student and teacher participation and effort from very little to quite a bit. A quick informal check for understanding can include teacher questions during a lesson, think-alouds, or even a quick walk through the classroom checking student work for task or concept comprehension. Deciding which type of assessment to use depends upon the situation, content, time constraints, and goals of the unit. Excellent teaching will use a variety of assessment pieces throughout the unit from daily informal check-ins, writing prompts to review previous concepts learned, to a final comprehensive project or exam at the end of the unit to synthesis and summarize.
An important note from Wiggins and McTighe is to use the assessment that best answers the question “What’s the evidence we need?” and not to simply rely on the same one or two types of assessment for every unit (2005, p. 168). A variety of assessments is necessary not only because some are more appropriate than others given the nature of the concepts learned, but also to allow students opportunities to learn and exhibit learning in a variety of ways. Some students perform better depending upon their personal learning strengths and styles. Some teachers are able to offer assessment choices to students that can capitalize on their learning styles and still allow them to meet the unit requirements. The goal is to demonstrate that the desired concepts have been learned and in many circumstances to apply these concepts to a project or problem simulating the use of the concepts in a “real world” way. These authentic tasks are realistic and are often more engaging for students as they allow them to do more than simply recite or regurgitate information (Wiggins and McTighe, 2005, pps. 153-154).
Self-assessment for students and adults alike is an important skill to teach. It is often difficult for young students to honestly evaluate their own work. Often they try to be too modest when asked how they think they performed on a task because they do not want to seem conceited about their talents. Conversely, some students, if asked to assign themselves a grade, will give themselves A’s whether or not they have earned them. True self-assessment should be a process of asking and answering questions about the tasks/content/ process as opposed to just asking “What grade do you think you deserve?” as many teachers do. The previous question does not require any critical thinking and poses problems for students who do not feel equipped to assign themselves grades. Discussing the challenges of a project, the continuing questions around a concept, and the process the student used for a project can provide insight for the teacher that is just as valuable as the test or other finished product. How did the student try to solve unanswered questions or address problems in the project? What challenges still persisted that the teacher may need to address for deeper understanding? What topics or concepts continue to interest the student and could lead to further self-discovery? All of these questions, if answered with thought, can assist both the teacher and the student in understanding what the student learned during the unit study as well as what concepts may need further teaching.
References:
Wiggins, G. & McTighe, J. (2005). Understanding by design. (2nd ed.). Upper Saddle River , New Jersey
Several good points were raised in your blog, but one that resonated for me is that it is difficult for young students to honestly evaluate their own work. It has been my experience that self-assessment is an issue even for adults, and especially in a setting like the workplace. Until recently, I did not feel comfortable assessing my own work (and fell into the category of people that underestimated their efforts). Self-assessment is a skill set that is constructed over time and requires iteration. I also think that it is one that should be emphasized more, because it is so crucial to the learning process.
ReplyDeleteI really like the idea of allowing children a variety of assessments based upon their unique learning styles. However, it seems like a lot of teachers would think that it is too much work and not want to take that challenge on. Students would complain that it isn't fair that some people got one form of assessment over another. This leads teachers into creating assessment choices and alternatives that clearly demonstrate the same learning outcomes. Assignment design becomes increasingly critical as educators consider these issues.
ReplyDeleteTeaching self-assessment is a really important practice that I think gets overlooked in the teaching process, and perhaps even in the teacher education process (at least in my experience, there has not been much emphasis on this teaching and learning tool). It goes well beyond the classroom, preparing students to assess strengths and weakness and lessons learned (as they will invariably be asked in job interviews), prompting them to ask questions about the relevance of material to their lives, and encouraging them to reflect more deeply on the educational process itself.
ReplyDeleteAs you write, focusing merely on the end result, in this instance, the assignment of a grade, diminishes the process, both the progress and the missteps, that informs learning (and teaching). Incorporating self assessment into the curriculum also invites students into the teaching process in a constructivist mold, facilitating a more collaborative, rather than hierarchical, relationship between student and teacher.