Chapter Five: Considering Evidence of Learning in Diverse Classrooms

Chapter Five works as an introduction to an essential part of the equation, assessment. The authors work hard to express three major themes that should be followed when tackling the art of assessment. First teachers should stray from administering the textbook test that encompasses an entire unit of content, rather than putting full faith in this one reflection of knowledge, teachers should continually track the student’s growth and stagnation throughout the learning process. Secondly, the assessment should coincide with the question; it is here the authors bring into play the UbD approach. By using the goals set in Stage 1 as a guide one can develop a means to appropriately assess what a student needs to produce knowledge of, whether it be declarative knowledge, procedural knowledge, or disposition. Lastly we need to ask ourselves the purpose of the assessment. To answer this question the authors offer three categories of separation. Summative, these are formal assessments that test for a cumulative knowledge of a topic and carry weighted grades. Formative, these assessments can be both formal and informal which allows them to be numerous in nature, therefore offering numerous “snapshots” to add to the “photo album” of assessment; they do not carry grades. Diagnostic, these are ungraded evaluations that allow teachers to gain an idea of a student’s initial standing on the subject matter and their capabilities.

I was a little disheartened when reading the introduction of this chapter and coming across the line “Anyone concerned about teaching and learning is automatically interested in assessment” (59). I will stand as the exception to the rule. I don’t know why the topic of assessment has escaped my exploration of the field but alas it has always avoided my interest; my mind wonders to the challenges of making units and lessons so riveting and enticing that learning is inevitable. This chapter has done me well to bring the role of assessor into my focus and give value to its presence. While I was at first overwhelmed by the complexity of the situation I have been quick to change my mindset to that of intrigue. I am excited to see that there are methods of assessment that are breaking the mold and that opportunities are arising for students to express themselves in a manner that suits them personally. I am an easy sell on this pitch and can see why the studies on multiply intelligence should be influential in this matter as well. I see a lot of worth in framing assessments tasks with GRASPS and having unknowingly already experienced and seen great success with its implementation. This will be a feature in my classroom.