From my own understanding Summative assessment are in short what we see most in our schools, well at least from my experience. They take the form of chapter tests, mid term exams, and finals. The things all students are pressured to do well on or else they'll fail and have to repeat the course again. I don't think anyone in their right mind enjoys these. I've seen seen students going into take tests with bags under their eyes, red eyes, shuffling their feet because they lack the energy to actually pick up their feet, or are shaking from nervousness or from excessive caffeine to stay awake all night to study. I know the feeling of some of these from studying for finals. But it seems as though these tests and finals and such are not even a true measuring of the students knowledge of the content only that they can normally spit out whatever it is that is required for that one test and never have to remember it again. That the student can argue something from the teacher's perspective but the teacher not teach the students to think critically and think for themselves.
So from what I can understand Formative assessments are a form of "checkpoints" in a class. It is a way for the teacher to check a student's understanding of the topic while teacher is still occurring. It takes the form of quizzes (of low to little point value, helps avoid stress of high point value quizzes), class discussions, online blogs, and exit slips. Funny thing is that until now I haven't notice that this is exactly how our class operates. We do discussions in class and bounce ideas off of each other and it's already interesting to hear some of the different ideas people have about teaching, especially the one that made me question whether we should even have "grades" as we know them. The class is not so much a lecture as it is like almost an open forum, which helps remove the stress and we are emboldened to speak up and talk (as long as it's on topic). It creates a less stressful environment for the student and I think it help bolster the students self esteem in knowing that he has a voice to speak, to question, to discuss, and to let their own ideas be known. From a teacher's point of view I can see why some might be hesitant to allow in class discussion on a regular basis it would require that the teacher give up some power in the class. It would require that teachers not rely so heavily on their step by step uniform class schedule. It would also require the teacher to yield to the student and let them speak instead of telling them that there's no talking in class and to silence anyone that may hold a different opinion or approach as well as being willing to answer many more questions, requiring that the teacher know the content inside and out. But what is the purpose of having a teacher? To teach, to help students learn new knowledge and its importance and application in their own lives. How much are they learning if a teacher is simply reading from an obscure textbook? Are they learning why the content is important to them? Are they learning how to apply it in their own lives? Are they learning period? Although this may make a teacher feel uncomfortable in giving up some of their power, the whole basis of this is to help students learn and that is the whole basis for even being a teacher.
Dalton, this was very well said. Your understanding seems to be right on! " But it seems as though these tests and finals and such are not even a true measuring of the students knowledge of the content only that they can normally spit out whatever it is that is required for that one test and never have to remember it again." This was me all throughout high school and even my first year of college. Since all my classes have always been a summative form of assessment, I have never really understood what it means to actually learn and understand information, I have just been taught that I need to memorize as much information as I can for the test, and as soon as its over I can forget it all. Since this method has not been effective with me, I am not going to use it on my future students.
ReplyDeleteDalton,
ReplyDelete"The class is not so much a lecture as it is like almost an open forum, which helps remove the stress and we are emboldened to speak up and talk (as long as it's on topic). It creates a less stressful environment for the student and I think it help bolster the students self esteem in knowing that he has a voice to speak, to question, to discuss, and to let their own ideas be known."
This little portion of your blog has peaked my interest in how to effectively measure classroom learning. I feel that in classes that allow this type of thing to happen, you will always have students that would rather quietly study for a test and of course there is always the "power play" on the teachers side. But I see it as this, if the students are learning and are knowledgeable about the product, then why not incorporate both methods? I was the type of student who could talk about the topic all day and then only be able to write 2 sentences about it. Yes, open discussion is a very effective and fun way to measure learning. I really enjoy your insight and hope that my playing the "devils advocate" makes logical and educational sense.
Dalton,
ReplyDeleteI appreciate the way you have articulated your understanding of assessments! Yes, develop a classroom climate that allows for true and continuous formative assessment to occur can be difficult for some teachers! At times, the teacher does have to give up some "power" and let the students have the opportunity to truly respond.
How are you embracing this style of teaching for your future classroom?