January 31, 2013 – Chapter 3 and 4 “Making Classroom Assessment Work”

Chapter 3 – “Beginning with the End in mind” is simple for many of us to think about the destination that we want to get to, but the planning to get there may be harder than we think when looking in terms of asking “What do I want my students to learn?”. Learning about multiple intelligences and different learning styles in my previous classes allows me to understand that there may be a time that there are many different levels of expertise in the classroom and we have to meet the needs of all our students in order for them to be successful. Creating learning descriptions for a class can help both the students and the parents learn the outcomes that need to be met through the curriculum. I think this would be very helpful in the classroom to show to the students what needs to be accomplished and it can help them see the destination in mind. When looking at Business Education topics I think that by putting some of the outcomes into our own language that everyone can understand will help the students see what we are learning and where we are going with the certain topics and units. Also it will help them relate the outcomes to their everday lives, especially in courses such as Personal Finance or Career and Work Exploration, and use the outcomes to help them become successful in the world outside of school. Finally by showing the students what success looks like, for example the chart on page 30 showing what is expected and what success looks like, can help the students understand what they need to do in the class to succeed and how they will be evaluated and what they should be able to do at the end of the class.

Chapter 4 – I think that it is very important for the teachers to know what success looks like to make sure that their students are meeting success in the proper way. We need to take the outcomes that are given to us and make them meet the needs of our students. Whether the work is different from one student to another, they can all reach success with the outcomes, there may just be different pathways to that destination. The last thing that we as teachers want to do is limit the abilities of our students and we want them to show their ability in the best possible way. When I am teaching I want to share with my students as many examples as I can of what I want to see in the end and to help them answer the question of “What will it looked like when I’ve learned it?”. Collecting student samples can help us teachers illustrate what the students can do, and it helps the students understand what is important. By understanding what is important, the students can then give themselves specific, descriptive feedback. Samples give the students a chance to compare and see what they are missing, but we need to be aware when it is appropriate and when it is not appropriate to use samples.  I learned that even though you can collect samples to show to your students by yourself over time, there is a huge benefit to collaborating with colleagues for samples of work done, giving you a broad range of work done by different students. Lastly, I believe that different types of samples from a variety of students can help us provide better quality feedback, helps others understand learning, and helps develop criteria for different kinds of evidence of learning with students.

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