Thoughts on Assessment
Beach, Appleman, Hynds, and Wilhelm have provided us with some nuggets of wisdom when it comes to assessment in literature. I have thought of assessment as one of the more tedious necessities of teaching. It’s just not something I can get enthusiastic about, so it’s crucial to have an arsenal of suggestions within my reach.
One element that I plan to use in my class is a daily journal. The text stresses that students understand that journals are informal writing. It is important that teachers make clear distinctions between formal and informal writing. The text also got me thinking about using a “response journal” or, technology permitting, a blog to make the journal experience more interactive while still getting the benefit of formative assessment. These types of informal writing allow students and teachers to create a dialogue. The teacher has the opportunity to ask further questions of the student, and this extends their learning beyond the initial assignment. I would imagine that this strategy could be beneficial for strengthening student-teacher relationships, for students will feel that they are being listened to and valued.
I also thought this text provided clear examples of rubrics. Though I love discussion in a classroom, I find it to be challenging to assess on an individual and reliable basis. The text provides a rubric which is both applicable and thorough. However, I would imagine that use of such a rubric in the moment of a lesson is difficult and ineffective, and trying to remember details of a discussion after it has happened would be unreliable. One way to alleviate this issue would be to develop a simpler tally system or checklist that can be used quickly during the discussion, and after the class, it can be revisited for more thorough application of the rubric.
One element that I plan to use in my class is a daily journal. The text stresses that students understand that journals are informal writing. It is important that teachers make clear distinctions between formal and informal writing. The text also got me thinking about using a “response journal” or, technology permitting, a blog to make the journal experience more interactive while still getting the benefit of formative assessment. These types of informal writing allow students and teachers to create a dialogue. The teacher has the opportunity to ask further questions of the student, and this extends their learning beyond the initial assignment. I would imagine that this strategy could be beneficial for strengthening student-teacher relationships, for students will feel that they are being listened to and valued.
I also thought this text provided clear examples of rubrics. Though I love discussion in a classroom, I find it to be challenging to assess on an individual and reliable basis. The text provides a rubric which is both applicable and thorough. However, I would imagine that use of such a rubric in the moment of a lesson is difficult and ineffective, and trying to remember details of a discussion after it has happened would be unreliable. One way to alleviate this issue would be to develop a simpler tally system or checklist that can be used quickly during the discussion, and after the class, it can be revisited for more thorough application of the rubric.
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