Ahead of the Curve Reflection #2

Reflection – Ahead of the Curve

Chapter #2

Author of Chapter: Anne Davies

Main Point of the Chapter –

In this chapter, author Anne Davies argues for the inclusion of students in the assessment process, which, she posits, helps them grasp material better, and motivates them (through increased ownership and more thorough conceptual grasp on tasks), to consistently do more competent, thoughtful work. In addition to this, she attempts to discredit the historical practice of evaluative assessment in favor of the triangulation of assessment through formative assessment, various forms of feedback, and summative assessment (work selected by students to show their progression), instead of final the final, all encompassing, anxiety ridden tests typical in American classrooms.

Reflection on the message of the chapter:

There are a number of very useful lessons in this chapter. A couple of my favorites would be when she states things like," When teachers emphasize learning and performance, rather than competition and grades, students are more likely to be intrinsically motivated and encouraged to take risks that challenge and expand their learning" (Reeves, 2007), or the idea that"..students do not understand what they are expected to learn and how they can best show they have learned it" (Reeves, 2007). When I reflect back on my own time in school, I realized how frustrating it was when a teacher was not clear enough with their own expectations, and how much I depended on seeing solid examples of work in which I am supposed to be producing. I worry that I may have lost touch with this idea as I sift through all the minute-by-minutes emergencies that compose teaching.

Application in your settings:

I really enjoyed this chapter and plan on reading it a couple more times as I could not go very far at any one time due to the fact that I had to stop and reflect on things every couple sentences or so. I really like the idea of involving the students in the critera building for their assignments and the inclusion of multiple forms of feedback that is only made possible by this previously mention inclusion. In past peer edited assignments, I haven't really felt as though the kids really knew how to help each other correctly, but if they are all a part of the discussion process that defines what a good paper is, and help to build a rubric (or whatever form of assessment guide you choose to construct), they will eel more thoroughly versed in the language and the subject material to provide pertinent, useful feedback to their peers (which is a very empowering feeling indeed!)

I also like the idea of the summative evaluation and really would like to look more into the writing portfolio idea. I was thinking that for each unit, a student would select a couple articles of their writing which show what they are capable of producing (as well as where they have come from), whether it be journals, Paragraphs of the week (a common assignment at Vallivue), or other extraneous writing assignments. After doing this and receiving a grade on each separate unit, they will also look back through their work and submit a portfolio that encompasses their entire year perhaps this one could focus more on where they have come from during the year).