Date: Mar 6, 2013 1:42 AM
Author: GS Chandy
Subject: Re: Why schools used to be better
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.
> 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.