Chapter+7+-+Relevant+Info.+3

Does our assessment program encourage or discourage student learning? What makes you think so?
Start Here: I think our assessment program can be a bit overwhelming at first which can be discouraging for students and teachers, but then the more unit tests, etc. we complete throughout the year becomes easier so that when SAT's come around the students are confident or encouraged because they've been practicing all year (H. Witt). I am not sure that most students even really think about the assessment aspect, especially in the early elementary years. They are used to being "tested" from the beginning of K. I do think that sometimes they might pick up on the teacher's stress at meeting benchmark and goals. If we as teachers have the right attitude toward assessments, that will help the children see them in a more positive way. Many children like the challenge of trying to improve and want to know if they did better from time to time. We can use that to our benefit. (R. Hames) I agree with Regina. Students become trained test-takers starting in kindergarten. This often eliminates some of the stress of test-taking because they are so comfortable with assessments. I believe our assessment programs encourage student learning because high expectation are set for our students. Most students rise to the challenge and like to show waht they have learned. Also, the attitude of the teacher is a major contributor to assessment success. Students will generally do what is expected of them. (K. Smith) Our students know that we have high expectations of them, that they are encouraged and even pushed to do their best, and our assessment programs back this up. One of the challenges that we face (individually, as schools, and as a system) is not to lose the joy that should be inherent in teaching and learning. There is no question that data and results must shape and direct instruction to ensure effective student learning. While keeping that as the highest priority, I hope we don't lose sight of a sense of balance in how we educate our students. (ELand) I think if we talk to our students about the academic goals that we are trying to reach and reassure them that assessments are a tool to reach their goals they will feel more encouraged. (ALand)

** D o we provide students with a variety of ways to demonstrate they are proficient? What does our list include? Is the list primarily driven by a textbook? **

Start Here: I think we do have a variety of ways for students to show their proficiency. I do feel that reading it somewhat textbook driven with the Scott-Foresman series. In math, I have each child keep a notebook and every morning they are to do a problem of the day for morning work. It is a way for them to problem solve without there being strictly right or wrong answers. They do have to explain how they got their answer. This is a way for them to show proficiency without feeling like they are being graded or judged. (R. Hames)