Informal evaluations are useful tools for teachers to use when they need specific information about their students. I think informal evaluations are very
important, and to me are the best ways to test children and get authentic
results. This chapter talks about three
main informal evaluations; checklist, rating scales, and rubrics. Depending on what grade level you are
teaching, tells the teacher what evaluation would be the best for your
classroom. I can say that I could
probably see myself using checklist and rating scales in my classroom. I like them because they are practical and
easy to use. I like that I can tailor
them to fit my needs, and that they provide immediate feedback. When reading the conflicts about informal
assessment results case I was surprised that the second grade teacher said that
the first grade students don’t know the objectives to be passed to second
grade. Can’t all teachers say that? Not just first, second, or third. Students lose the objectives during the
summer if they don’t have parents, or summer programs that challenge them
enough to maintain and keep all the content that they learned throughout the
year. My question is, don’t second grade
students have objectives that need to be passed to move on to the third grade?
Any evaluation has advantages and disadvantages,
you just have to decide what assessment works better for your style of teaching
and would work in your classroom.
When they talk about the rating scales and a
disadvantage being rater bias, what do they actually mean by rater bias? I understand that these assessments don’t
exactly replace their actual performance so how do they become rater bias?
My final question when reading the chapter was
about rubrics. When the chapter talked
about students using rubrics, how do the students use the rubrics in
elementary? Do they actually let the
students check themselves in elementary when they are doing homework?
I liked this chapter and I know that I plan to use
a diverse system of assessment when trying to assess how my students are
doing. What might work with one student
or class one year might not work the next year.
Teachers are supposed to be flexible and willing to not only teach
diverse lessons, but also be diverse when assessing them.
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