Introduction
This week’s readings dealt with various forms of assessment. How to assess, why to assess, the best methods to assess: these issues were all confronted. While several of the readings did not deal explicitly with actually how, what, and why to assess, all went over detailed concepts that invariably are linked to proper assessment techniques that maximize learning capabilities. All-in-all, this week’s readings in ECI 535 discussed the concept of student-directed investigation. What does it mean? What does it entail? What are the teacher’s responsibilities? Why is it so critical to implement this conceptual framework of teaching in today’s classroom? The following articles address these issues and certainly make the case that repetition and stagnant learning processes are obsolete.
Student-Directed Investigation
Larson and Keiper (2007) preach the pedagogy of student-directed investigation. They outline the different forms of this type of teaching framework. The authors advocate the many reasons behind such methodology within the classroom framework. To sum up their arguments, they advocate this type of teaching and student learning because it creates, molds, and shapes students through differentiation, student responsibility, and the “real world” attributes of questioning, engaging, and learning how to process information in a critical manner. I really enjoyed the “Planning Template for Inquiry Learning Lesson” (p. 267). This is similar to a task analysis, yet provides exact questions for the teacher to reference to ensure the objectives meets the goals and subsequent student expectations and learning outcomes. I usually do not put quotes in my blogs, but I thought this one was extremely relevant to some of the struggles I am experienced and perceive in others when trying to create lessons that fulfill the criteria offered by the objectives. Larson and Keiper (2007) write, “The objectives will also help you create a scoring guide that reflects your thinking on the valued outcomes.” I like the correlation of objectives to something that I as a teacher value.
Writing Matters
Reising’s (1997) article “The Formative Assessment of Writing” emphasizes the importance of writing and the skills that surround and envelope becoming a proficient writer. While many are de-emphasizing writing in some aspects, Reising touts writing as a skill that is necessary for the development of students as well-rounded students. Writing is necessary for the real world. I think this is especially salient, when email, text, and Twitter are some of the more dominant forms of speaking. One can say these new forms of communication are certainly a new literacy for our time. Yet, these tasks, which could be considered abbreviated, still involve the knowledge and skills to communicate effectively. A terribly-written memo to your boss may be the only impression he or she has gotten of you for a week. Single-impressions make lasting impressions, so one should realize how important writing is to our society and overall development as a country as a literate sphere to rest of the world.
ITI = Creating Democratic Students
Randle (1997) is a proponent of “Integrated Thematic Instruction” or ITI. I like her title, “The Measure of Success…” This concept parallels the other articles in how assessment is contrived within the classroom. With ITI, students are constantly self and peer evaluating. Students have responsibility to themselves and the rest of the class. Through ITI, students play a first-hand role in the development on rubrics, grading schemas, etc. This level of added responsibility creates a learning structure where students are excited to come to class. They get a real-world, experiential knowledge that literally allows them to “grasp” the concept.
Writing Matters II
Mullin and Hill (1997) also preach the effectiveness of using writing in the classroom. Their article links proposes the idea that writing is a very effective type of formative assessment. Teachers can link writing skills to what the students learned in a very obvious fashion. I like how they not only link writing to continual assessment within a history class’ framework, but the authors also show how writing allows students to express interest in what they want to learn. This inevitably provides guidance for the teacher. Additionally, writing to me is such an over-arching skill that is so critical in education. Students who can put their ideas on paper will be able to voice their opinions, critical ideas, etc. with ease. Also, writing allows students to express themselves so the teacher can try to cater and allot for each students different ways of learning and viewing the world.
Active Learning Creates Active Citizens
Bonwell (1997) furthers the application of assessment within the classroom context. He ties active learning concepts with methods of questioning. Active learning involves constantly questioning the students before, after, and during activities. Not only does this type of active engagement with the students foster critical thinking, inquiry, and investigative skills, but active learning allows the teacher to see what methods could be changed, improved, taken out, or modified. Giving the students a mid-semester or even an end-of-the-unit evaluation form will direct the teacher to what the students learned, whether they liked it or not, and what could have been changed or needs to improve. This is a continual assessment of the teacher, which is most beneficial to a teacher like myself who strives to be a lifelong learner.
Final Thoughts
Reading about how important assessment is within the classroom is so important for those who are future teachers. It is hard sometimes to realize that assessment allows the teacher to work backwards, forwards, and everywhere in-between. One creates units, lessons, activities, and projects all in the hope that the students actually learn the content and make real-world connections and grow as learners. Assessment, especially analyzing strategies for continuous assessment, is vital to both the teachers and the students. This allows teachers to analyze their unit through an assessment lens when used correctly, thus enabling teachers to get the most out of their unit, which inevitably leads to a higher level of student interaction and overall learning.
Bonwell, C. C. (1997). Using Active Learning as Assessment in the Postsecondary Classroom. The Clearing House: Forms and Functions of Formative Assessment , 71 (2), 73-76. Retrieved from http://www.jstor.org/stable/30192087
Larsen, B. A., & Keiper, T. A. (2007). Instructional Strategies for Middle and High School. Routledge, NY.
Mullin, J., & Hill, W. (1997). The Evaluator as Evaluated: The Role of Formative Assessment in History Class. The Clearing House: Forms and Functions of Formative Assessment , 71 (2), 88-91. Retrieved from http://www.jstor.org/stable/30192091
Randle, I. (1997). Integrated Thematic Instruction. The Clearing House: Forms and Functions of Formative Assessment , 71 (2), 85-87. Retrieved from http://www.jstor.org/stable/30192090
Reising, B. (1997). The Formative Assessment of Writing. The Clearing House: Forms and Functions of Formative Assessment , 71 (2), 71-72. Retrieved from http://www.jstor.org/stable/30192086
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