Well, the chapter that talks about the most challenging aspects of collaboration! I know, as a department, we have had several conversations about this topic. And, once again I think Buzzeo does a great job of articulating what needs to be done, and gives us the tools to do it! She does not disappoint, some great ideas here.
I felt the discussion of summative vs formative assessment very valuable. And, I agree, that we do need to be more involved in formative assessments. Page 66 really outlines our need for this type of assessment. Once again I found myself highlighting and taking margin notes!
I usually do conference with each student for their sophomore research paper, I am now going to revise this conference to be more of a formative assessment. If I am taking the time to meet individually with each student it should be more meaningful than just helping them find sources! I am also now considering something like the checklists on page 67 and 69 for the freshmen project. I like the idea that these both encourage self-reflection on the part of the student as well as a formative assessment by the librarian. Both of these would provide a chance for us to assess progress, and then perhaps reteach a topic if needed.
And, I liked the discussion of TRAILS. I have used this in the past and agreed with many of the comments. I agree, it is more summative, but it does provide a base-line and helps up to focus on skills that are weak. I heard that they are trialing a version for 3rd grade.
I jump in the conversation after everyone has had a chance to weigh in.
Subscribe to:
Post Comments (Atom)
You are so right - assessment is a tough one. I appreciated Buzzeo's inclusion of less formal examples of formative assessments. I also enjoyed the backward design planning model on p73. Would I challenge teachers as Braxton suggests in the model - no, not me - but love the thought process she outlines.
ReplyDeleteOur assessment role - I'd say yet another reason to pull out those planning templates and put them to use.
When I first came to the district Assessment for Learning was a 3-part class. Since then it has been shortened content is done in a more concise manner... but I find that I really processed the importance of assessment to evaluate whether students have learned what we want them to learn and whether we as teachers have met our goals.
ReplyDeleteMost fascinating was the idea that students can't hit a target until they understand what the target is. Rubrics are meant to help them see what the target is, but I think too many of our students don't really take the time to understand the rubric either.
Since reading Tony's chapter, I'm finding myself re-evaluating the lessons that I am already committed to co-teach. What is it we want the students to learn; how will they know what the target is; how will they know if they've reached it? As I'm preparing my sub plans for a Wed. conference, I'm realizing that the inclusion of this in the plans is essential.
It's exciting and scary all at the same time.
Who thought this Grandma would just keep on being challenged to learn?
OK Who has a copy of Assessing Learning mentioned on page 74 and especially like the idea to have district book group to read it (p. 80).
ReplyDeleteIt seems that we sometimes do assessments, but other times don't. Kids at this age are really good with checklists - used one for the digital camera and FLIP while teaching 3rd graders. But on the whole, it tends to be something classroom teachers do. My concern is that the end product is what is assessed. At this level, I want to get rubrics for the journey (use of materials, note taking, etc.) So, I'm going to stop blogging and get writing!