Assessment issues

Hi everyone,

I just read through the assessment articles (remember, they're on NCTE's webpage, www.ncte.org, and you click on "classroom assessment" under Quick Links to access them). Especially in light of the theme I picked up about assessment involving multiple voices, I want to be sure that I'm not just giving a post that reinforces the "teacher asks, students respond" mentality. Instead, I want to give a few of my thoughts after reading and see what your thoughts are about the same issues.

Odd as it seems, what I most gravitated to was the NCTE position statement about assessment. It's clear, articulate, supported by research-- and pretty much ignored all over the country in favor of standardized tests speaking for a student's entire educational career. I know some of you are going to complain that a few of the articles are elementary-teacher oriented, but I wondered when I read those articles alongside the NCTE position statement if perhaps one of the barriers to authentic assessment at the secondary level is a belief that things like newsletters and detailed parent-teacher conferences stay below 7th grade. Quality assessment, the kind outlined in the NCTE position statement, takes a huge amount of time and effort from not only the teacher but also from students and parents. It involves teachers spreading the word about what's happening with their students' abilities. Standardized tests are quick and easy-- certainly not painless, but quick. We're a numbers-driven society, so getting out of the numbers mindset, as described in the article about the Tennessee teachers who wanted grades to reassure them during the summer institute, is an uphill battle. I think it's worth the battle, though, if we're teaching kids real-life learning.

So here's my question, which you may or may not want to chime in on: How do teachers enact the NCTE position statement on assessment, especially with the pressures of the WesTest? How might we buck the trend in diplomatic, reasoned ways? I think one way would be to implement portfolios to document student writing development. You've all done action research, you've all gathered data, you've all written about that data. What happens when that data is broadened into systematic study of students' portfolio work? It's one thing to say, "My method works" and another to say, "My method works and here's a whole year's worth of my students' writing products to back up my claim." Thoughts? Or, if you prefer, what most struck you from the readings about assessment?

Better Late than Never

Hello Everyone,

I also have struggled with the lack of structure, yet demanding responsibilities this semester. Finally, after I feel I have a semi-grasp on AR and exit portfolio stuff, I am now focusing on contract work. I personally feel that action research is wonderful, in theory. It happens daily in a classroom. However to call it research is incorrect. A teacher cannot isolate one variable in a classroom. There a too many. Therefore our action research projects are merely suggestions on patterns we think or want to see. It is impossible to consider this as true factual research. My action research was based on journal writing and its effects on students essays. Were my results based on my rubric? Were my results based on my opinion? There are too many variable to derive a correct answer. This is my basic struggle with my project. Personally, I feel that journals are a great tool. Journals can be used for classroom management as well as developing writing skills.

When it comes to the next book choices, I would like to put my vote towards the Palmer book, but if it is too late let me know. I would like to order this next book early so I am not behind again. I am very sorry this is so late. I am pray that I am ready for whatever the rest of the semester has in store for me.

Crissy

Oopsie!!

Adrienne just taught me how to set up e-mail updates for postings. I think you should all get an e-mail update this time around. Sorry!

I had a crazy, crazy week before spring break, so I didn't get out some issues for you to respond to by the 31st. I apologize. Let's move everything forward. I'll post something March 31st and then everyone can respond by April 8th. Meanwhile, it looks like the vote for April reading is Jim Burke's book, Letters to a New Teacher-- so go ahead and order it or borrow my copy. It's published by Heinemann, I think-- either that or NCTE. I'm on break and my brain's shut down . . .

I didn't get an email about the new post!

posting notifications

I think I figured out how to have all of you receive an e-mail notification when there's a posting. This is a test-- did you all get an e-mail?

I also opened the blog up to be public-- like Adrienne said, I'm pretty sure nobody's going to surf through and feel like joining our discussion. But maybe . . .

Two votes so far for the Burke book-- anyone else want to chime in before the final decision is made?

April book choices

I'm wondering who's actually reading the blog these days . . . hopefully now that action research papers and portfolios are out of the way, you've got some breathing space.

We need to decide on the April book in time to order it so you can read it. I've proposed two options in a previous post:

Letters to a New Teacher by Jim Burke
The Courage to Teach by Parker Palmer

I think either would work, although the Burke book I KNOW is focused towards secondary English and I haven't read the Palmer book. I think it's a broader focus. I'd like your input on this one. I'm learning towards the Palmer book, but that's because I've already read Burke. The Palmer book is referred to all over the place in teacher research. Burke might be more of the hands-on approach that many of you have said you'd like, though. We can go with whatever the majority prefers to read. I just need to know what you think. Can you let me know by March 17th?

Thanks!

...Lindsey

Hey everyone, I'm sorry it's taken me so long to reply--these past couple of weeks have been extremely aweful for me and I'm trying to keep everything in line--my grandfather has been in the hospital and I've been battling working on AR final reports, portfolio stuff, other classes, work, and driving to Pennsylvania to see him. Not exactly easy for me, so sorry I've neglected this, I forgot about it until I saw Dr. Benson last week in the Benedum hallway.



In terms of Action Research, I'm a little disappointed with my 11th graders and their choice in not reading the novel that went along with my graphic organizers to test my project. However, I am extremely glad I chose to have my 10th grade students do the same unit--as I have looked everything over, I am extremely disappointed that my results weren't more successful. Yes, some students understood better, and a handful at that, but I was hoping to see a huge change in grades and reading comprehension. Boo to that. It didn't work the way I wanted, but when I do look at it, I am glad to see that I was able to improve understanding of a few students.

Lauren, I can understand how you feel, especially when you said that you were crushed when it didn't work out, but how many other people had a 100% perfect turn out? It depended on our students, the atmosphere of the school, and so on--would it have worked in another classroom at another school? That's why it's research!


As for the book, great choice. Ashley, I completely agree with you in how you stated that they focused way too much on Elementary. It was an easy read--one of those you don't even realize how fast your eyes go over the words and how fast your turning the pages. Dr. Benson, I would have to say that Erin's story is definately appropriate in considering frustrations with our internship--I have many personally, however, I will not bore everyone with them, and I wouldn't want anything getting back to my host teacher. I like how Tensions and Triumphs gave us ideas with ways of coping with situations, as I've had a few nervous breakdowns in considering what I would experience in my classroom. It's definately nice to see that other people have considered, experienced, and worried about the same things. Overall, a good book and I would recommend it to more of the elementary people, but is helpful for secondary people, also.

Forgive me because this is so late, but I promise to try to get my other reply up sooner :) Thanks guys.

Lp