I cannot believe how many assessments I still have to grade. It seems that each year there are more and more. I wonder if that is because I am learning how important it is to assess frequently to check where my students are and to learn what I and they need to do next to move forward. in proficiency. I am truly convinced that numerous formative checks, probes or assessments are essential. I used to think that I had a good handle on where my students were after a class period. But now, as I reflect back, I can see that I was a bit naive with that belief. I had an idea of what I had taught but I only had a general read out on what my students could actually do. I would often make assumptions based on what I saw them doing during the class or what the stronger students were doing. When I was basing my assessment on what they were doing during class, I think I was only seeing what they were doing with a lot of support! When I was basing my assessment of their skills on what I perceived they could do, I actually was seeing only some of the students. I do not believe I had a true grip on all of them. Was I seeing the struggling student who was under the radar most of the time? Was I seeing the middle student who had some of the skills but not all? Probably not. I most likely was seeing what the vocal majority could do and naively planning next steps on that. Now that I understand the difference between a language performance and proficiency, I really can see why I need those frequent formative assessments. I also am pleased that my students are getting better at using formative assessments to improve their proficiencies!
WHOO! I am tired just thinking about all that heavy stuff I just wrote.
Catch you mañana.
La Vieja
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