Chapter 8: Effective Assessment

Abstract

According to this chapter, a lot goes into designing good assessments. First, the goals need to be clearly defined from the beginning. Let students know ahead of time what you expect for a test or performance task. Second, the assessment needs to be rigorous and motivating. Students need to feel connected to what they are doing and they need to know they are doing it for a real audience (other than the teacher). They need to be given choice and ownership in what they are doing. All of these things motivate students. Third, the assessment needs to focus on essential knowledge. What is it that we truly want our students to take away from this unit? Lessons need to be designed in a way that will help students reach the goals we have set for them. Fourth, the assessment should involve multiple disciplines. Include art, music, history, and science. Find a way to integrate current world issues. Fifth, good assessment is a valid indicator of what students know. Is the assessment congruent with the instruction that preceded it? Because it should be. Sixth, the assessment should produce reliable information about student learning. Seventh, good assessment includes a variety of formats. Don't limit students to writing the traditional essay. Get them excited about the other kinds of genres out there. There are multiple ways to share the same information and some ways are more effective than others. Finally, the assessment should be easy to grade.

Reflection

I really like the way Wormeli sets up this chapter. I like how he describes the characteristics and provides ways of going about it. I particularly liked the section on using various formats. It gets really boring having to write in the same way every time. It's important to teach students that there are other ways to share the same information. When students are allowed to choose from a list of formats, it creates a sense of ownership. They can do it in a way that makes sense to them. For example, I really liked the story that he opened the chapter with. The student succeeded once he was put into his own element. By allowing students to show what they know in ways that they understand, the success rate is going to soar.