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The Importance of Everyday Assessment


By: Paul Black
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Details

Type of Product:Book Chapter
Average Rating:
 based on 2 reviews
Publication Title:Everyday Assessment in the Science Classroom
Publication Date:1/1/2003
Pages:11
Grade Level:Elementary School, Middle School, High School
See Also:View all available chapters for this book
View the full version of this book
View the downloadable PDF version of this book


Description

Assessment for learning is set in the context of conflicts and synergies with the other purposes of assessments. The core ideas are that it is characterized by the day-to-day use of evidence to guide students’ learning and that everyday practice must be grounded in theories of how people learn. Its development can change the classroom roles of both teachers and students. In this chapter, the ways in which practice varies when broad aims of science education change are illustrated in relation to practices in other school subjects. This free selection includes the Table of Contents and Index.


Ideas For Use

Additional Info

Intended User Role:Administrator, Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher
Educational Issues:Achievement, Assessment of students, Classroom management, Educational research, Instructional materials, Learning theory, Professional development, Teacher preparation, Teaching strategies

Technical

Resource Format:application/pdf
Size:393 KB
Requirements:Requires Adobe Acrobat Reader


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National Standards Correlation

This resource has 8 correlations with the National Standards.  
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This resource has 8 correlations with the National Standards.  
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  • Process Standards for Professional Development
    • Data-Driven
      • Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (NSDC)
    • Research-Based
      • Connect and integrate all pertinent aspects of science and science education. (NSES)
      • Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
    • Design
      • Uses learning strategies appropriate to the intended goal. (NSDC)
    • Learning
      • Applies knowledge about human learning and change. (NSDC)
      • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
  • Teaching Standards
    • Teachers of science engage in ongoing assessment of their teaching and of student learning.
      • Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
      • Use multiple methods and systematically gather data about student understanding and ability.


Customer Reviews
It makes sense, and is worth the time!
  Reviewed by: Rebecca (Jacksonville, FL) on December 1, 2011
  I have recently started following the advice in this book chapter, and I am starting to think that Everyday Assessment MAY just be the missing link from having the students explore/explain ... and be able to explain again a few days/weeks/months later! Our mile-wide, inch deep curriculum tries its best to cover every aspect of Chemistry in two semesters... last year I did not 'waste' time on everyday assessment, as I was trying to impart information at a dizzying rate. I worked hard, but reflecting on the year I realized I needed to work SMARTER. Having I read this book chapter, I resolved to try using short 'exit slips' INSIDE the lesson, EVERY DAY, getting students to self-grade in red pen immediately after the quiz so they had instant feedback and THEY could see what they did not understand, so they could take responsibility to ask the questions and get clarification..... Don't groan if you are doing this automatically, or it is old news for you - I am not College of Ed so this was a brand new Ah-Ha! moment for me! I am grateful to this book chapter for giving me Scientific reasons to try something I was reluctant to do; it nudged me to consider spending time on DAILY semi-formal assessments. I am seeing the results in the classroom :-)

A must read chapter
  Reviewed by: Susan German (Hallsville, MO) on April 17, 2011
  The book chapter focuses the reader on the importance of assessment for learning. This means that as students are working with the concept, teachers should be assessing student knowledge and using the feedback from the assessment to make changes in the instructional strategy. In addition, teachers need to be cognizant of the feedback they provide students. Carefully constructed feedback improves student learning and should be employed in every classroom.

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