Portfolios, rubrics and self-assessments are three diverse forms of assessments. Out of the three, rubrics are the one that I use consistently in my class. For papers and projects, I will hand out rubrics to guarantee all of the students understand the requirements. This allows for less confusion and more focused energy. The drawback to rubrics are having to create one for each assignment.
At my last school, my class sizes were considerable smaller than they are now, eight to fifteen. With such small class sizes, I was able to use a portfolio assessment with them. The students were able to see the improvements and I feel that was a great benefit for them. However, I could not imagine trying to handle the paperwork for my classes of 30 students now. I do believe the larger classes posse grading difficulties. Finally, the self-assessments are another form I have not played with much. I like the idea of the students grading themselves, I believe it makes them more aware of the standards we are teaching in each unit. My class does peer editing, which is a form of self-assessment. However, I feel I have room to improve this format within my class. This week in my Written Communications class, we watched a ten minute clip on preparing for interviews. I previewed the movie and came up six questions that I placed on the cube assessment strategy. While watching the movie the students were actively listening for the answers. Then they seem to enjoy cutting out the cube and displaying them. I felt that this activity engage my students to listen while focusing on the content of the movie. After Spring Break, I plan on trying to incorporate the Tic-Tac-Toe board in this class. I want to try new and different assessments. I feel this will help keep the students engage and focused.
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When evaluating my formal assessments, I realized I am very predictable in my formatting process. I depend upon short answer and essay questions for the majority of my assessments because in an English class students should be reading, analyzing and writing. In looking at this particular assessment, it includes a few multiple choice questions designed to resemble the ACT or EOC style of questions and the rest short answer. The multiple choice section is the only section of the test the students receive immediate feedback. Schoology will tell them how many correct answers they have on this section but I have to individually grade all of the short answer and essay questions. Grading this style of test is time consuming. It is not efficient and requires a serious time commitment to grade the test in a timely fashion. This assessment did assess the standards covered in the unit and allowed sufficient time for the students to complete it during one class period. Overall, I believe this assessment is doing what I want it to but I am having to do the majority of the work in order to get it back to the kids in a timely factor. Looking at different ways to assess is something I need to be seriously researching. My students may also becoming complacent with my assessments and if I change things up I may be able to increase complexity. For my next assessment, I will be trying to do something different.
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AuthorMy name is Lisa and I teach English Language Arts at Forsyth, MO. Archives
May 2017
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