Making Classroom Assessment Work – Chapter 9 and 10 February 28, 2013

Chapter 9–  We all want the best for our students and we all care for our students. Parents and teachers care about the students’ education and how they are learning in the classroom. I think that it is very important to communicate with the parents as much as possible to show that you care for their children and to show that you are doing everything you can to help them succeed in your classroom. Student-parent conferences “increases the appreciation of their son or daughter as a learner, his or her level of skill development, the breadth of the classroom and sschool curriculum, and the efforts needed on everyone’s behalf to make learning possible.” I agree with this statement as student-parent conferences get the parents involved in their child’s learning and they can observe demonstrations and respond to the demonstrations of learning. The feedback that they receive can help guide their learning and will help the students understand what they have learned and what they need to learn. Newsletters made by the students provide the parents with information about the classroom and how they are learning daily in the classroom. Self-assessments also allow the students to reflect on their work and share those reflections with their parents. I think that reflections are a great way for the students to keep up to date with their learning and if they reflect daily then they will know that they are relaying as much information about their learning that they can to their parents about their learning. I also think that demonstrations at home or at school can help the parents understand what is happening, so to make an effort to make your students share what they are learning somehow with their parents at home can make the communication that much easier for you as a teacher. If the demonstrations are happening at home, then the parents can reflect and come with questions or concerns to you before it is too late and they are waiting around for a conference. Thoughtful conversations with the parents and the students can benefit everyone’s learning as long as you put in the effort that you want to get out of it.

Chapter 10– Throughout this text book, the message that I have received the most would be to work together with your students and their parents in judgements of what is going to be evaluated and how it is going to be evaluated. “Evaluating and reporting are straightforward last steps in an assessement process that begins much earlier.” This is so true as you should be assessing your students from Day 1 whether it is having a conversation with them or giving them exit slips of what they have learned, you are assessing how they learn and what they have learned. You are also assessing your own teaching and determining if you have taught everything you can or do you have to go back and review certain things so they have learned all that they can. When evaluating you are determining the worth or the value of the evidence and we should look at all the evidence such as observations, products, and conversations. Reporting is a way for the students to speak to their parents about the learning they are doing and report on it, have conversations with their teachers about what the learning is about, and to eventually conference in student-teacher-parent conferences. I think that student-teacher-parent conferences bring everyone together and they allow for questions to arise that they all may have been wondering about. Lastly, reporting allows for organization of evidence and allows the students to gather all their evidence and show it to their parents and teachers at many times throughout the school year. After reviewing different kinds of evaluating and reporting, I really enjoyed the progress report on pg. 98 as it introduces the child, their strengths and accomplishments, further attention areas, and goals and support for learning. This allows for the teacher to say positive things along with a few weaknesses, but in the end close up with positive emphasis.


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