Principles of Successful Assessment in the Differentiated
Classroom
Before I read this chapter I had heard one of my previous
teachers say that students come to us biased on how they see subjects. This chapter
touched on that by saying that for five to eight years before they get to us,
they will have experiences many things that will have provoked different
feelings towards every school subject and beyond. As a teacher we need to keep
this in mind; students are not coming to us with a mind that is a clean slate.
We need to take all their previous knowledge into account and be aware of it.
When I am a teacher I will make every homework assignment
clear so that the students know what they are doing and know what the final
product should look like. I know, personally, that if a homework assignment is
not clear to the students, they will be far less likely to put time and effort
into is, as suggested by the book. I would know, I’ve done it myself (I hate to
admit it).
As I go through my lessons I think I will have frequent
formative assessments. They will not have very much weight graded, and some of
them will not even be graded. This is just for me to be able to see where my
students are in terms of understanding and applying. For the summative
assessment I will try to stay away from bubble sheets as best I can, because it
is important for students to demonstrate their knowledge by either a project or
any way they do best with their intelligences rather than guessing on a
multiple choice question.
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