DI+UbD+Chapter+5+Block+1

Synthesis UbD/DI C5 B1

Anyone who is truly interested in the students’ learning must be interested in assessment, because the question of if the student actually learned is the most important. Using a single test to evaluate a student’s understanding of the material can be unreliable. A larger scope of assessment is needed to figure out what a student knows, not what they don’t know. Multiple choice questions may be the appropriate measurement of one type of goal, but not another. To truly understand, we need to explain, interpret, apply, have perspective on, display empathy towards, and have self-knowledge of the subject that is being assessed. One way to do this is to use the GRASPS frame assessment, which inputs the student into a real-world situation and allows them to explore what they understand with pre-designed goals. Assessment is the part of teaching that makes me the most nervous. As a student, I always get frustrated when a teacher finds out what I don’t know rather than what I do. The GRASPS concept correlates with WebQuests that we are using in Dr. Theresa’s class. Just like ID/UbD explains, you don’t need to do a WebQuest for every assessment, but there are definitely some that it is appropriate for. Math teachers would have a hard time to find the time in their classrooms to use GRASPS regularly, even though I believe they would fit in nicely with MLR goals. GRASPS would be perfect for a situation where team teaching is available. This chapter contained three principals that should guide assessment in the classroom. The first is to consider assessments as photo albums verses snapshots. In order to correctly assess a student, the teacher has to look at everything as a whole, not just one assessment. This is most commonly seen as state tests. The second is to match the measures with the goals. In order to effectively assess, the teacher has to keep in mind educational goals that were set at the beginning of the unit. These goals are declarative knowledge, procedural knowledge, and disposition. Also when assessing a student it understanding is what should be measured. When it is measured, the answers are not definitive. There are six facets of understanding; when the student understands they can: explain, interpret, apply, have perspective, display empathy, and have self knowledge. The third principal is form follows function. Assessments should be based on four questions: What are we assessing? Why are we assessing? For whom are the results intended? How will the results be used? Also, assessing what the students already know is important as well. Feedback should also be given. In order for feedback to be effective, it must be timely, specific, understood by the student, and allow for adjustments. Who could have thought that assessing students is really this complicated?! Most of the teachers I have had, have only given tests as assessments. This, I realize, is not the best way, because a student might not understand the material, but can memorize the information and still do well. My mentor teacher always does discussions or activities to make sure that the students understand the subject that he is teaching that day. He also does this thing he calls the “turkey toss” where he has a stuffed turkey, which he passes around the room and has the students tell him something they learned that day, and no is not an answer. I think too many teachers have fallen into the type of assessments that are just easy to grade. In this section of DI UbD, the author wrote about how to most effectively assess students. Assessment is broken down into three key principles in order to be more effectively approached. The biggest component is to think in a photo album frame of mind instead of a snapshot frame of mind. Snapshot assessments have no weight behind them, whereas a photo album is comprehensive and shows progression. The next component is goal setting. If a teacher sets goals, students know exactly what they need to do in order to reach each level in order to get a certain grade. The final component tells teachers that there needs to be different types of assessment done for each aspect of what has been learned. Teachers should also encourage self assessment in order to see how each student feels they have done in certain lessons and situations. I thought that this chapter was especially helpful due to prior experiences. When a student isn’t assessed appropriately it can sometimes nullify all of the learning that has hopefully occurred. Unfortunately I think that many teachers are stuck in their ways and only want to do multiple choice tests and posters instead of varying their assessments throughout each unit. I really like the photo album aspect of assessment and think that is a good framework for things. Another thing that I was intrigued by was the self assessment. When that is given, I believe that it helps both teacher and student realize what they can do in order to improve for next time.
 * **Names** || **Absrtact** || **Reflection** ||
 * Archambault Michael ||  ||
 * Audy Melissa || Similar to Chapter 3 of Fair Isn’t Always Equal, Chapter 5 of Differentiated Instruction and Understanding By Design shares more perspective on the proper method of assessing students of various learning styles. It begins with a metaphor involving a photo album vs. a single photo, which essentially explains the importance of monitoring progress. The authors go on to say that assessment must properly align with the goals set for the students. It is important not to get caught up in assessing a factor of the work which was not important in reaching the set goal. As suggested in our other book, we must find ways to assess understanding rather than memorization of a subject. The six facets of understanding that are referenced to in the mastery chapter of Fair Isn’t Always Equal are listed here. The chapter explains that in order to provide understanding, we must assign authentic work. The chapter goes on at length providing ways we can assign things and proper ways to assess these assignments. || I like the metaphor about the photo album provided at the beginning of the chapter. It was a great way to introduce the idea of monitoring progress and viewing something as a whole, rather than a single glimpse that is supposed to capture everything about the students’ comprehension. I agree that this is essential when it comes the evaluating students. The chapter seemed to really go along well with everything we have read in Fair Isn’t Always Equal. ||
 * Boulter Elizabeth || This entire chapter is about assessment. Mainly, it covers the key principles of effective assessing and the framework for those three. More generally, it addresses how you, as a classroom teacher, check for evidence of learning and understanding, varying needs, and standards of assessment. The 3 key principles are “photo albums”, “measures with goals”, and “form follows function”, and their focus is looking at results over time, appropriate goals, and varying types of assessment. || This is the lengthiest thing I’ve read about assessment and I learned so much! It taught me about choices, long-term assessments, feedback, and self-assessment. I most liked principle 3 because it gave examples of specific kinds of assessment. Principle 2 also showed examples of how to ensure you get authentic work from your students- and I agree with those. I feel like students are pushed to do tedious work that does not show understanding, it's just simple retelling. I think the examples of activities they gave would give a much more accurate assessment. I felt this chapter was effective, especially with its explanations of the 6 facets of understanding. ||
 * Brown Ryanne || In Chapter 5 the authors focus on the elements involved in proper assessment. This chapter dissects the elements that should be included in the decision and proper planning for determining the progress of students. The first portion of the chapter is basically about the usage of a more photo album approach rather than a single snap shot; this creates the opportunity for a more elaborate analysis of what the students are actually learning. This sort of assessment calls for options and different types of testing to accommodate the differentiated classroom. It is more effective to use this sort of testing rather than teaching to the tests and changing goals to achieve better grades on standardized tests. The photo album technique is also good for team planning and helps learners gain a more thorough understanding in subject areas. Included in this chapter is also the idea of setting goals to identify with the photo album approach, creating a better overall result. The difference between understanding and knowing is also addressed in relation to the types of assessment used. || The many different explorations of assessment in this chapter were incredibly helpful in understanding the importance of the correct forms of assessment. For me it can be hard to understand how to determine which form of testing is most appropriate for which lessons. By reading this chapter I began to understand that options for every assessment can be helpful along with many other important elements in the decisions. I want to be sure I can establish tests that are testing understanding and applications rather than knowing; or at least know when each is most appropriate. I definitely find it far more important to take the extra time to figure all this out on my own, rather than give a standardized test, or teach to a standardized test. It will be far more effective to shape assessment to the students and the lessons they are being taught. ||
 * DePue Margaux || Chapter Five of //Integrating Differentiated Instruction and Understanding by Design// discusses the proper assessment of students and when evidence of learning can be considered valid. There are three key principles of effective assessment. The first is described using a “photo album analogy,” stating that students should not be judged by one “snapshot,” say, a single standardized test, but an album, showing many shots of a student to portray the development of the student’s learning over time. The second principle discusses how all lessons should have assignments that match the concise goals that teachers want their students to achieve. The third principle stresses the necessity for different assessments that are tailored to certain goals and material being taught. || This is an important chapter to me since I will need to know the most effective ways of assessing whether or not a student of mine has mastered certain material that I have taught them. The photo album analogy was extremely helpful, knowing that it is more effective to look at a student’s learning as a whole rather than one small example of what they have learned. Many teachers focus too much on a few standardized tests or exams as evidence of student learning, which can be dangerously inaccurate. Also, I will keep in mind that clear goals are key in knowing how to assess a student because if I have not stated my goals and expectations for my students clearly enough, how am I going to know whether or not my students have mastered the material? ||
 * Dunne Kaisha || This chapter goes into detail on how to assess students understanding, how to judge along the way if they are understanding, and different ways to try to get them to understand. It went through the 3 key principles of assessment and gave an outline on what to look for. Keeping goals and a purpose in mind while using a variety of techniques and allowing the students to have freedom to show you as the teacher that they understand the content is the major focus and idea behind this chapter. || I really enjoyed this chapter, because this is a big part of grading and seeing how effective one is with their students. I really liked the GRASPS Frame and would like to explore it more. I also liked how they broke down the different definitions of understanding and gave the 6 Facets of Learning. The other part that I really liked in this chapter was the figure on page 68 (figure 5.3) that gives you examples of inauthentic and authentic work. Being a history focus I feel like that figure will come in handy while writing my unit. ||
 * Hudson Kimberly ||  ||
 * Korn Shauna || This chapter talked about how we assess whether a student is learning and understanding the material being presented to them. “Principles of Effective Assessment” breaks down into three categories ways that teachers can see that their students are learning and comprehending the material being presented. The first assessment principle is about using the idea of “photo albums versus snapshots.” Snapshots would be quick assessments that have no real background of the student before that moment. Snapshots would be considered state tests or other once in while check ups. While photo albums are about checking in with the students at multiple times to insure that learning and understanding is happening. The second assessment principle is how important goals are in assessment. By setting goals ahead of time a teacher can check back in a see if a goal has been met or there has been progress made to that goal. The third assessment principle is about the different types of assessments that need to be done for the different results that a teacher would look for. || I found this chapter to be helpful with the stuff that we are working on in class right now. I was able to understand some of the information in our packets better and now have a general idea of what each section is. I found that the self-assessment and reflection section is a healthy action for a teacher and student to take. This allows the teacher to look back and realize what needs improvement and/or needs to be worked on. I thought the most important part though was having the student do and assessment. I feel that if there are enough positive things on the checklist that they can check off as well, that will help to build confidence in themselves. ||
 * LaRose Rebecca ||  ||
 * Murphy Amber || In this chapter it discusses the many different ways to assess your students. In order to get the appropriate assessment it is crucial for teachers to match goals with the proper form of assessment. When assessing students it is important to know that you are looking for information which they understand. There isn’t one single test that can accurately measure students understanding therefore, it is extremely important to use multiple measurements to gain proper information about the assessment. When assessing students it is important to remember why you are assessing for whom you are assessing and what will happen with the results. Keeping these questions in mind will help to formulate the proper assessment. Different forms of assessment can be used for different purposes and it is crucial to know and understand this. || I believe that this chapter serves a valid point. I am very bad when it comes to taking a test and I believe that different forms of assessment assist some students towards success. There are several ways to assess students to make sure they understand the information. I think that sometimes tests aren’t necessary and just having discussion or allowing students to show knowledge in different ways helps to increase self esteem and confidence which are both crucial in the classroom. Teachers who take advantage of pushing the multiple intelligences and assessing the different areas have a more accurate idea of the students capabilities. ||
 * Nieuwkerk Hannah || Chapter 5 analyzes the best way to assess students and how to teach while keeping the assessment in mind; and remember: “reliable assessment demands multiple sources of evidence” (60). There are so many different ways to measure how much students have learned: standardized testing (not very useful), select response format, written or oral responses, essays, PowerPoints, oral reports, and reflective journals. In assessing, it is important that the assessment agrees with what is taught; an example of that would be to make a family tree if the students have to look up their heritage, it wouldn’t make sense to give them a quiz about it. A good project will force students to use their knowledge in a different situation and make sure the student includes a good explanation. And a good teacher constantly assesses the work of students in order to get the most out of a lesson or homework, that way the student learns and grows from his/her mistakes. For students to get the most out of the class: give a pretest can evaluate what a student does and does not know, give students choices on projects (and evaluate equally, too), and finally encourage the students to notice how they learn, give themselves goals, and have students look at their performance because it will help them grow mentally. || It is a good idea to think about what you want and how you are going to assess something before you start making up the lesson plans and teaching it. I also like how it said that students learn in different ways, therefore the projects should be done in the ways that they learn best, but the projects all have to be graded fairly and equally. It would be hard on the teacher’s part to grade everything equally if all the projects are different, but this is a good idea. And my favorite tip was to be constantly grading and assessing all the time, that way the students learn from the feedback. ||
 * Scheffler Erich || This chapter was all about knowing whether or not a student has learned material or not. The chapter says that one single test may not always show a student’s true mastery of a subject. Maybe two or even three test are needed in order to show that a student really know a subject. Or maybe not more than one test is needed, but many times, more than one assessment is needed. Maybe a test partnered along with a project would be very helpful. The chapter then talks about three educational goals that teachers and students should have: declarative knowledge, procedural knowledge, and dispositions. Declarative knowledge is what students should know. Procedural knowledge is what students should be able to do, and dispositions are the attitudes students should have. From here, the chapter introduces the six facets of understanding, which show whether a students truly understands and grasps a concept: explain, interpret, apply, perspective, empathy, and self-knowledge. It also mentions that a lot of what teachers teach should be using something called the GRASPS frame. This is an acronym for the student having a goal, having a role, using a real-life audience, having a real-life situation, products, and having a set of standards. When teachers want to know if a student grasps a subject, they can use three different types of assessments: diagnostic or pre-assessments, formative assessments, and formative assessments. The authors also encourage providing lots of feedback to students so they can know how they are coming along, and encouraging students to self-assess themselves to see how they are coming along. || I thought this chapter was pretty similar to chapter 3 of Fair Isn’t Always Equal, because both chapters discussed different types of assessment. I thought this chapter showed more ways of assessing students, so I found this chapter a little more helpful. Although I think that tests are necessary in assessing students’ progress, I agree that giving only one test does not show whether a student really understands a subject, and that things like projects can really help show whether or not a student is understanding. ||
 * Simoneau Andrea || This chapter explores the different ways of determining evidence of learning in the classroom, and how to do it in a way that does not mandate a "one size fits all" approach. It extols the virtues of the portfolio as opposed to the one-time only assessment of an end of unit test. It also explains the difference between formative and summative assessment. Formative assessment occur with instruction, that is, tests are given at intermittent periods in the semester as opposed to a summative assessment, which is a giant end of unit test. It discusses the importance of preassessment, and of offering choices to students to demonstrate their learning. || I agree with the sentiment that a portfolio is a more accurate way of assessing student progress than a summative test. I am surprised I agree with that sentiment, because when I was a student, I despised portfolios, but with this new knowledge in mind, I think I'm going to utilize them. Also, I never realized the benefit of giving formative assessments as opposed to summative ones. Personally I never had a problem with summative exams, but with my knowledge of student psyche in mind, now i see that they are not beneficial for all students. ||
 * Stevens Newcomb || The “photo album” of educational assessment is more accurate than the “snapshot”: it is better to assess a student based on a series of tests rather than a single test. When planning a curriculum, a teacher should keep this in mind because this can illustrate a student’s development more accurately than just one test. There should also be specific test that assess knowledge rather than one’s memory: this would be multiple choice versus a performance test. Perhaps the most important is to relate the subjects and test to the real world. The result of combining all of these concepts of assessment forms an acronym known as GRASPS: this is a combination of real world applications, goals, and student involvement in forming an assessment. || I found this chapter to helpful in telling me how to properly assess a student for mastery. There were many great elements to take form this chapter: one of them being GRASPS. I felt that this chapter strung all of the other readings together. It is crucial to properly assess a student through a number of tests rather than just one. It is also important to assess the student correctly now because one assessment can damage a student’s reputation: I have seen this happen more than once. ||