“ Students achieve more when they have a clear picture of expectations.
This chapter focuses on assessment, particularly how to assess well and how to apply exactly what you may have learned from that assessment. It stresses the importance of having a moldable lesson plan from the data you receive from your pre-assessments, or else the assessments were a waste of time in general. Why do something preparatory if you do not plan on changing when the preparatory idea shows some flaws in the main area? It goes on to explain each different area of testing, how to assess students well, and to avoid any fluff in assessments and classroom, as it doesn’t do anything useful for students.
I am glad that I have read this chapter, firstly because it has given me some new ideas on how to work in the classroom. All of the previous chapters we’re helpful, but as can be seen by the mentions of UbD and MI, it was presenting old ideas and solidifying them, not showing me something new. I will want to make sure to assess all of my students, and to work with the information from that assessments. Working to nurture the kids seemingly strong in this particular unit ( possibly developing a peer work, where mastered students assist those less strong in the content area) as well as working with those who are not so strong. The largest importance is that I always derive something from my assessment, and work hardest to use that information to improve all student’s learning.
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