Module 5 Reflection: All Good Assessment is Ongoing

"This module has helped me think about student-centered assessment in the following ways…"

I now realize that assessment is an ongoing process for teachers. Any unit of material should feature some sort of assessment strategy at its beginning. Otherwise, you are doing your entire classroom a disservice. Some material may be completely foreign to almost all of your students, or you may find that an overwhelming number of students have mastered some facet of your unit. (However, I should go ahead and say that I've only met ONE K-W-L chart I ever liked.)

So, assessment is no longer an endgame. It's a vital part of everyday instruction. Assessing students' learning during a lesson also helps you both then and later. If a particular instructional method is proving ineffective, you need to realize it as soon as possible so you can reach the students before they are lost. But you will also need to plan for future improvements. If your next class responds the same way as the first, then there's probably no point in trying your method all day.

Allowing students to have a part in assessment gives them a sense of ownership. It also gives them insight into the process of assessment, which can only make their future samples or activities stronger. 

For example, using a checklist or rubric provides clear expectations for everyone. There is no ambiguity or doubt. So, in addition to proving a good tool for teachers, these two assessment methods enlighten students. Therefore, an easy way to integrate students into assessment might be rubrics or checklists. Peer feedback and student-led conferences are two other methods for getting students involved.

For long-term projects, providing constant feedback or even a checklist can help students. Encouraging them not to procrastinate is probably an ineffective tool alone, as many students feel they are the exception to any rule--trust me, I was one! This is where a checklist or log of some kind can come in handy. Feedback is important for ensuring students are on the right track. While you may be encouraged by a student's determination and will, it will probably be irrelevant if they have gone completely off-course.

Questioning is always something I've relied on constantly. However, I like the idea of journaling, especially for math. They can work on their literacy skills while giving voice to concerns or comments they may otherwise be unable or unwilling to express via questioning.

This module has been incredibly helpful since I am not currently in the classroom. Hopefully, I can take a number of these methods with me as a new teacher. If it weren't for the innumerable benefits they can bring to my students, the personal challenge and excitement is reason enough.