Assessment...It's NOT a Bad Word

Discussion 4

Assessment options are endless because of the available resources made available through technology, but unfortunately in my world called fourth grade, assessment still resembles that of paper/pencil/multiple choice/short answer, or “Forced-choice format assessments” (Cennamo, Ross, & Ertmer, 2009, pg. 143).  Me and the other grade level teachers strive to create, and are getting better, other technologically based assessment measures, but it is certainly a work in progress. I do my best to offer various means of measurement to best meet the needs of my diverse classroom of students.

In my district we are required to administer pretest and posttest for each unit of study that is analyzed and reflected upon; weak areas are identified and re taught until proficiency is met. Cennamo, Ross, & Ertmer state this data “can be used to set goals, monitor learning, and evaluate learning” which goes right along with GAME (2009, pg.138). We are weak in the aspects of technology, however because our students are not allowed to blog and / or participate in other person to person activities that could be evaluated. The student does subscribe to several software programs that test students’ competency, but again, they are Forced-option format questions.

Open-ended response format are typically final questions on my tests. They were my nightmares in many of my undergraduate level classes. I am not a fan of these tests because of the subjective nature from the teacher/professor. While this type of testing is a tool that measures “higher levels of cognitive skill,” it has been my experience if every aspect is not listed then points are missed. The problems lie when the student is not aware of all that is being asked. I still use this in my classroom and teach my students how to answer these types of questions, such as “compare and contrast, “but they are not a large part of my test. I can see using the computer to test a student following an internet search to explain their process of navigation.

Performance-based format of assessment is evident in my classroom in many content areas. The most obvious area is in my Guiding Reading lessons. The learners in my class are separated into five groups based on their reading ability. (Each student’s fluency and comprehension is tested three times per year to ensure proper placement).  The groups are on a daily rotation. During this time the groups meet with me, read aloud, discuss aspects of the book, and I am constantly evaluating their knowledge. Their answers gleam a great deal into their likes/dislikes, understanding, and ability to have conversation with others. While informal, this assessment is probably the most informative tool I have found.

References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). *Technology integration for meaningful
classroom use: A standards-based approach.* (Laureate Education, Inc., Custom ed.).
Belmont, CA: Wadsworth, Cengage Learning.