Anna Roys posted Mar 5, 2013 7:29 AM: > > Hi all, > > As a teacher, I find myself wanting to constantly > assess, check for > understanding on the fly, as I go; > Indeed. There is (and should be) this kind of 'assessing' and 'checking' going on all the time. Little of this is quantitative. Most of it is, I believe, the sudden 'look of comprehension' ("EUREKA!") that appears on the student's face when he/she has 'got' a new concept. I am not a professional teacher myself - but I've seen it and it is truly the most rewarding part of teaching (IMHO).
(Probably more often,) the puzzled looks on the student faces shows the teacher what he/she needs to do to enable/ ensure comprehension. > >I find it very > valuable, as this can > inform me on where re-teaching may be needed. > Indeed! > > My educational philosophy is > for mastery of content, not just a lot of content > coverage at superficial > levels. Informal assessments are great, however, > there are times I think > the summative assessments may not reflect true > pictures of student > abilities and achievement levels. > If by 'summative' you mean 'quantitative', I agree entirely! > >Notice I do not see > abilities as > achievement levels. To me the ability is the ability > to learn, the purpose > of life, which all humans are born with and may be > developed, whereas, > achievement levels are what we see on the summative > test scores. > Perfect!