What surprised me, after reading chapter six, was the fact that there are so many different types of assessments. There are so many options in which to implement different assessment for assignments. Before teaching an activity, a diagnostic assessment, should be implemented to assess prior knowledge. During instruction, a formative assessment should be implemented to be able to recognize which students need help. After instruction, a summative assessment, this form of assessing is more standardized than formative assessment.
The text book has provided great examples of different types of assessments, checklists, and rubrics which I can use when creating my lesson plans. Checklists are very easy to use in assessing students. I have found checklists to be helpful because they don’t require a lot of time. Students can be working in an activity while the teacher is walking around assessing students. The checklists are useful because the show the strength and weaknesses of the students. From this information the teacher can decided how to divide the students for different strategies. Checklists are also a great way to keep track of students over time. Rubrics are a way of measuring and evaluating student’s performance. Rubrics are very helpful for the teachers and students. The teacher writes exactly what she wants in the rubric. The student knows exactly what the teacher expects from the students. Therefore this is a great assessment tool for both because communication is very clear.
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Nice reflection! Indeed, there are many types of assessments and many examples of each type presented in this chapter. Yet you don't seem overwhelmed by this at all, nor should you be. You seem to have a good handle on the different types, their purpose, and their use. Checklists provide lots of data, as you point out. It is fairly easy to collect that type of data, which can also be helpful when parent-teacher conferences roll around!
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