Observation:
I feel glad reading these paragraphs. I feel the writer of this journal sums up almost 80% of Chapter 6 from our text book. She writes: “Formative assessment gives assessment information that is useful for continued student learning, positive classroom change, and other improvements. Summative assessment gives assessment information that is useful for making final decisions: for example, assigning end-of-term grades. This sounds like a neat distinction, but in classroom use the boundaries blur, for a couple of reasons. First, formative and summative assessments describe two assessment functions. That is, they describe the use of assessment information. Whereas some information is more conducive to being used formatively and some is more conducive to being used summatively, it is the use and not the information that makes the distinction.
The same information can be used for both functions. For example, you might use final exam scores in assigning your course grades and also use them to make modifications to the course content or to the exam itself for the next term. Or you might use midterm exam scores as part of your course grade, and a student might also use the information to change the way or she studies. If I gave you a copy of a test or a description of a project or paper assignment, you would not be able to tell whether it was a formative or a summative assessment. You would only know that by asking me what I did with the information about student achievement yielded by the assessment. There is evidence that no matter what instructors intend, good students will try to use any information about their achievement in a formative way for their own future (Brookhart, 2001). That is part of distinguishes good learners.”
Feelings:
• Happy
• Excited
• Confident
Thoughts:
I feel happy after reading these journals because it clears up my confusions that I had when reading Chapter 6. I feel excited because while doing RWJ, actually, it is one form of assessment that we learn in class. I feel confident because there are many type of assessments that fall under these two categories to be implemented by me later on.
Learning:
Step One: Prior taking this course, I assumed formative assessment meant formal assessment and that could be associated with standardized examination. I assumed summative assessment means the other way around. My assumption was depended upon the root word of formative which is “format” and “summary”. I assumed it would be very difficult to use formative and summative assessments as their types were very limited. I assumed it was necessary to depend on standardized examinations.
Step Two: When I read the definition of formative and summative assessment, I laugh at myself. I should not assume on anything especially when it comes to rich content words that involve/associate with academic terms and explanations. After reading more from Chapter 6 and the journal, I realize there are so many types of assessments that I can provide to my CLD students and not depending only on standardized examinations. Students will not be able to retain information that is not meaningful to them, especially if it is related to examination for the sake of passing!
Step Three: I was being unaware and not concerned of the changes that happen within education field (especially assessment) which is dynamic and changing. I did not make thorough observation and research on what my students needs when it comes to assessment because I believe whatever exists in my education and degree were enough to be a competent teacher. In fact, it was not! I will read more and updating my knowledge as it is gateway to successful teaching, not just me but for my students as well.
Application:
Step One: After reading this journal and Chapter 6, I feel so happy. I am having epiphany when reading this line from the paragraphs taken that mention, “Whereas some information is more conducive to being used formatively and some is more conducive to being used summatively, it is the use and not the information that makes the distinction.” It gives me a strong feeling that the focus here is to ensure learning happens to students and teacher being able to know that students do learn from the assessment. Not just that, when I read further from this journal, my understanding is so clear when the author mentions the type of assessments that consist of three:
• Assessment Type 1: Paper and pencil assessments include objective item tests that use multiple choices, true or false, matching, and fill in items as well as essay tests. Paper and pencil tests are usually given in on demand settings, as when students sit for an exam.
• Assessment Type 2: Performance assessments use observation and judgment to assess either a process (how the student does something) or a product (student created work). Common performance assessments include term papers, academic or technical projects, oral reports and group demonstrations.
• Assessment Type 3: Oral communication is an often forgotten assessment method. Its most common use in college classrooms is for formative assessment during instruction, when the instructor asks students questions in class.
• Assessment Type 4: Portfolios are systematic collections of students work over time, often with accompanying student reflections. The work can be scored as a set; individual pieces of work in the portfolio can be scored; or the portfolio can be used as information for conferences, written feedback, or other communication between instructor and student.
Step Two: I will ensure to use these 4 types of assessment as I cannot depend on assessment type 1 only that I think focusing on standardized examination. It will not give better understanding on my students’ performances. As teachers, I need to apply these assessments so that their abilities will be demonstrated as a whole. These assessments will help them to show their ability of their cognitive and meta cognitive as well by making sense of what they learn. Importantly, it is a good benchmark on reflecting my teaching performances.
References:
1. Brookhart S.M. 2004 “ Assessment Theory for College Classroom” In Alternative Strategies for Evaluating Student Learning,2005 Jossey-Bass , San Francisco
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