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What
should instruction accomplish? Should
students be memorizing multiplication facts or solving problems? Or
both? Should
they be conducting inquiries or studying codified scientific understanding? Or
both? The
answers to such questions should be the basis for assessment strategies.
Fitting
Assessment with Instruction
Interviews Observations Questioning Performance
Tasks Student
Portfolios Students provide evidence of their understanding
explanations through: Discussions Projects Questions
This evidence of student learning can be lost if there is no conscious effort to
keep track. Record-keeping and reporting strategies to capture
other evidence of growth in understanding. videos checklists, rubrics, student
portfolios project
evaluations Teachers are engaged in observing students who are
engaged in learning. Walking around the classroom with a clipboard and an
observation sheet can be an effective way to keep track of student progress. Putting
Numbers on Performance
Single-answer questions are easy to score. Part of
the power of standardized, single-answer tests is the solid, quantifiable
numbers they produce. How does a teacher quantify an open-ended class
discussion? What can be reported about the processes used in a
math investigation? Ways to organize and report what occurs in the
classroom. Rubrics are scoring guides that
assign numerical values to achievement outcomes.
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