Chapter 6 Reflection

Chapter 6 makes very clear the different ways to go about evaluating and assessing students. It contains a surprising number of examples of different assessments that I will certainly use as a resource now and in the future. One thing I have finally learned is that children need to know what you’re grading them on. For some reason that was never clear to me. That’s one reason I like rubrics and other means of assessments that are explicit, uncomplicated, and can support a teacher’s grade if it was ever contested.

Additionally, this chapter also stresses that assessments and evaluations are for the benefit of all. I think too often they are seen as punishment, not something that you can learn from. As the caption of the picture in our text states, “Assessments should help make students’ work and progress understandable to students and parents.” (p. 139) I think it needs to be emphasized more that we’re in it together. It should be like shining a light on where a student needs to go. Too often, assessments are thought of strictly as good or bad grades, deserved if they’re good, undeserved if they’re bad. A teacher should discuss with students, “Here’s where you are. This is where you need to go and what you need to work on and I can help you.” It should be open communication between teachers, students and parents all the time. It shouldn’t be parents saying, “It’s report card time. What are your grades? Am I going to be happy or upset?” Apparently, through school websites and private access to student’s ongoing grades, parents should be able to keep up with their child’s progress and be able to question work along the way. I hope that this diffuses “report card day ” anxiety.

One last item: “Why do U.S. students lag behind in planning investigations but exceed international averages in drawing and explaining conclusions?” (p. 165) I have a rather unscientific answer. American youth, in general, want instant gratification. They don’t have the patience to “plan investigations.” When it comes to “drawing conclusions,” however, we have always been encouraged to be independent, express ourselves, and speak up for our causes. Explaining our actions and outcomes is a something we learn to do to be an active, contributing member of society.