Thursday, July 17, 2014

Guided Math... Ch 8 Assessments in Guided Math

Many times; according to Laney Sammons, assessment and evaluation have been synonymous.  However, in education they are really two separate things that are complementary to each other.  Assessment-large amounts of information from a small number of students.  This processes is for learning rather than of the learning. 
Evaluation- is reviewing the evidence to decide if the students learned the the knowledge/skill taught and how well they apply it.

We should have ongoing assessments for learning during G.M.  Not just at the end or beginning.
Something that really stood out:  "Students who most often struggle... also have trouble knowing the expectations."  I don't think I ever consciously thought about this but it is so true!  Do I post 'I Can.." statement?  Yes.  But I am not sure that I ALWAYS am very explicit in our goal.  That is something on my "To Do Better Next Year" list.

She also talks about the idea of using a rubric to establish a criteria for success.  I LOVE this!!  I am going to think more on this and probably do a post!  This goes right into my idea of having my students be more involved/accountable for their learning next year.  This will fit in great with their personal assessment/goal binders.  The rubric gives "precise" levels of quality for each criteria.  And if it is a uniform rubric not only will they be able to better assess their learning but also be able to give valuable feedback to each other!

Using a checklist:  these are to measure what the specific criteria in their work was met..  but they do not really measure how well the student met the criteria.  In the example checklist given there were 4 columns:  1-the criteria for _______. (this is the skill measured), 2-Met, 3-Not Met Yet; 4-Comments.
I like this because you can quickly see where the focus needs to be in the future as well as give both positive and constructive feedback for each in the comments section.

Laney Sammons also draws an analogy between feedback and coaching.  In the old days the feedback was given at the end of a unit.  You either got it or you didn't.   Times have changed (thankfully!!) and we really are Coaches.  A coach gives feedback during the training so athletes are able to make adjustments for improvement before a competition (test).

Some feedback guidelines:

  • should be "corrective" in nature
  • should be timely
  • should be specific to criterion
  • students can effectively provide feedback of their own
I will leave you with a couple of questions to reflect on.  I would love to hear your answers and thoughts :)

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