Assessment strategies response article

My article was called “Classroom Assessment Strategies: What do Students At-Risk and Teachers Perceive as Effective and Useful?”

Summary:

This article actually entailed a study where they took surveys at middle schools in Pennsylvania. They surveyed teachers and student to find out what they thought were effective assessment strategies, and then compared what both groups thought were effective versus what was actually being used. Not surprisingly, the methods teachers/students found helpful were not actually being used in a classroom. The article concluded by explaining which practices were supported by research and the need for better assessment practices, especially when working with at risk students. Here are some “highlight” quotes I found useful.

 

“With the focus on standardized tests, it appears that we are leaving classroom assessments and students at-risk of school failure behind.”

 

“Many students are not adept at taking paper and pencil tests yet can demonstrate their knowledge and achievement orally or by constructing a project. Conley (1992) suggested students at-risk demand personalized education and success-based tasks. When giving students choices in the arena of assessment, teachers might be willing to make a validity compromise to enable children to show what they know and are able to do.”

 

“The primary goal of schooling should be to help students learn to be productive members of our society in ways that are challenging, interesting, and meaningful. Assessment should be a significant part of that learning process, not an event to be feared.”

Take Away Ideas:

 
This article had good theory but also had some great “take away” ideas I could use practically. Here were the things teachers in the study rated as “highly effective assessment strategies.” (the students results were virtually the same).

1. Teachers will allow students to make up tests that they have missed.
2. Teachers will provide feedback (tell students how they did) within three days after a test or performance assessment is given.
3. Teachers will give students at least one week's notice before tests and performance assessments are due.
4. Teachers will make sure students understand why their answers on tests or products for performance assessments are incorrect.
5. Teachers will provide opportunities for students to construct portfolios.

I think these are some good ideas. Number one just seems obvious to me. Number two is actually really important and so many times, teachers hand back a test without giving useful feedback. So question 12 was supposed be true and I marked false, but if I never get told why then all I learn is that I don’t know the answer. I think going over test items or essays that are graded with constructive feedback is useful. I guess that goes with number four, but it has to be done soon enough that students remember taking the test.

I do think portfolios are useful for students as well. I think middle school students in particular like the ownership they can have over a product like a portfolio. Tests can be stressful and intimidating, giving students the feeling that the teacher is trying to catch them with a wrong answer at times. Sometimes tests are necessary, useful, and realistically students need to learn how to take them. But if that is the only format for summative assessment, it doesn’t give students variety in their learning or their assessment.