In Chapter Seven, the topic of discussion was the elements of assessment and student achievement. When the word assessment comes to mind, many teachers, parents, and students immediately think of tests or quizzes given during class. Following this thought, an overwhelming sensation of anxiety, nervousness, and pressure comes about. This chapter took away this perception, and discussed the values of authentic assessment, criterion-referenced grading, and the different forms of assessment, including self-assessment. In many classrooms, the only way to get an A in the class is to pass all of those tests and quizzes. Those teachers rely solely on the grade of those tests, or "quizets." Teachers must realize the purpose and principles of assessments. The book discussed that the assessment of achievement in student learning focuses on purposes such as assisting in student learning, identifying student's strengths and weaknesses, improving the effectiveness of curriculum programs, and to provide data that assist in decision making about a student's future. Earlier in this course, we discussed the different intelligences, learning styles, and levels of learning that teachers will have in one classroom. Therefore, why would only one form of assessment be appropriate for all of these differences? Teachers have a wide range of assessments that can be used at multiple times during units or lessons. The assessments are, in order, diagnostic (preassessment), formative (during), and summative (after). These assessments can then be authentic or performance based. From these options, teachers can have a basic setup for their assessments in the classroom. Students should be actively involved in the assessment process, no matter the setup. Teachers can use student portoflios, checklists, rubrics, observations, and even drawings. After this decision is made, teacher need to be conscious about the time limit that is given for the appropriate assessment. No matter what is chosen, the student should always have enough confidence completing it! A student who has confidence going into an assessment will most likely succeed and will not feel the need to take a peek at another classmate's paper.
