I’m not sure any teacher out there would think of assessment as “fun,” but we all recognize it as a fundamental part of teaching and learning. If students don’t know how they’re doing, what they’re doing well and what they need to improve, then learning is pretty scatty and haphazard, perhaps not happening at all. I suppose, for me personally, I don’t find grading fun – that’s a different animal. But it can be great fun to see students “get it” or more often, slowly improve over time as a result of careful assessment and effective feedback.
After attending the Assessment Training Institute in Portland, OR this summer, my principal has asked me develop a presentation about what I learned to faculty. THERE WAS SO MUCH, and my first draft was 30+ slides. So we decided to break it into two parts: Assessment Fundamentals and Grading Practices.
I’m posting the Assessment Fundamentals presentation I will give in two weeks. Some of the slides are pictures of slides the presenters used, so I need to give full credit to Tom Guskey, Ken Mattingly and Jan Chappuis for their amazing and inspiring presentations.
I’m hoping the presentation sparks some interesting conversation around assessment and what my colleagues do at different developmental levels. What I plan to present is in no way NEW to my colleagues, I’m sure. They’re all mostly seasoned teaching veterans and have explored this topic during their professional careers. However, I find that even if I “know” something is true intellectually, it takes a lot of discussion, reflection and sharing with others to truly see these ideas manifest themselves in my teaching practices. I didn’t hear anything entirely new regarding assessment fundamentals at the conference; however, I was grateful for the chance to review them and discuss practical application in the classroom with other teachers!