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How Do I assess Observations & Conversations? – Discussion
What was your big take away from this particular lesson?
What is something you are still wondering?
Share your thinking below.
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9 Replies
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My biggest takeaway is that the more I hear about assessment practices the more I realize I really need to adjust the way I record and use the marks. Try to change the focus from creating an average to creating something the students can learn and grow from.
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Glad to hear that you are feeling ready to start implementing some changes and continuing to reflect on your assessment practice! Keep us posted on how it goes!
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I am confused; which lesson are you referring to?
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This lesson here from the Getting Started With Spiralling Course
All the forums and threads are nested inside courses and lessons.
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From earlier in this course, but also in this lesson, I took away that we don’t really have to record or assess every conversation and observation. We have to find something that works for us, whether that be a mark book/journal, or pen and paper with small notes. We need to have something that works for us! Also having the confidence to give a student a mark based on those informal conversations and observations you’ve had with them and not feeling like we need solid pieces of evidence to support that.
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I wonder, is there a version of the Ontario Curriculum document for something like California or Texas? I would say the United States, but education is deferred to individual states.
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I appreciate the visual of having the students live somewhere in between the big ideas and the specific granular ideas. I just went through our curriculum from last year and notice there are about 4 to 7 learning targets each unit. This makes about 20 learning targets per semester. This seems reasonable and not overwhelming.
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I’m curious about the blog post referenced at the end; I can’t seem to find it. Can you post a link? Thanks.
