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work with students to formulate the grading criteria. This way students will know
exactly what is expected of them and they will be more engaged because they helped
with the criteria. Summative assessments could vary from projects, exams, presentations,
or tests. Students should be able to decide how they are summatively assessed because
every individual is unique and prefer different ways of showing what they know.
Students should receive the rubric for how the assessment is going to be marked so they
can use it as a guideline to make sure they incorporate everything expected of them. It is
also beneficial to show students exemplar work so they can see what good work looks
like and what not so good work looks like. This helps students strive to do their best and
provides a clear visual of what is expected.
I think that assessments are not only a learning process for the teacher, but for the
students as well. When students feel more ownership and have choice in their learning
they are more likely to invest time and energy in it (Earl, 2006, p.7). I believe it is
important for students and teachers to work collaboratively to decide on how marking in
the class will take place. Instead of taking the teacher is boss approach it is important
for the teacher to allow students to provide feedback and make suggestions on rubrics and
the type of assignments they are given in class. When making up deadlines in class for
assignments I would allow the class to pick the date because they would have a greater
initiative to get it done on time. I think it is important for teachers to allow students to
have make up tests or have the chance to redo assignments that were poorly done in order
to receive a better mark. Practice makes perfect is a quote we must remember as
teachers. When students make mistakes they are not going to learn by being punished,
they will learn by doing and redoing to realize and understand the mistakes they made. I
believe it is important for teachers to be a known source of guidance for their students.
Assessment should be more than grading and evaluating work. If teachers use
assessment in a positive way students will begin to see assessment as a way of showing
what they learned and feel proud about their accomplishments. It is important for
teachers to communicate with students what is expected of them rather than handing
them an assignment and expecting them to do it with no explanation. Teachers must
encourage students to learn and show the students that they want them to succeed.
Assessment is meant to help both students and teachers become better learners and
educators. As I continue to grow as a teacher, my philosophy will also continue to
evolve.
References
Black, P. (2002). Working Inside the Black Box: Assessment for Learning in the
Classroom. London: NferNelson.
Earl, L. (2006). Rethinking Classroom Assessment with Purpose in Mind: Assessment for
Learning, Assessment as Learning, Assessment of Learning. Winnipeg: Manitoba
Education, Citizenship and Youth.