In Chapter 1, Cooper outlines how assessment should be used as an educational tool, rather than as an evaluation. He states that good assessment should promote learning, avoid bias, and be flexible to accommodate all students. To improve efficiency, assessment should be planned, administered on sample performances, and teach students to assess their work and that of their peers. Finally, it should make the student think about how they can improve their work. Based on these requirements, he presents 8 Big Ideas regarding the use of assessment:
His first idea is that assessment should be used to gain information on previous knowledge/abilities, and to track progress. Secondly, that it should be planned according to the curriculum and the instruction. Assessments must also be done through several mediums (e.g. written papers, oral presentations) to improve learning for all. Instruction should be altered based on assessments. Assessments should indicate what students are doing well, what they are doing poorly, and their next steps for improvement. In order for students to take responsibility for their learning, self- and peer assessments should be done as well as teacher assessments. Assessments should be criterion-referenced, not norm-referenced, and finally, teachers should use professional judgement when assessing their students' progress.
I liked that at the end of the chapter, Cooper differentiates between assessment and evaluation. He states that evaluations tell students about the quality of a piece of work, whereas assessments should inform students of how to improve their work.
I agree with Cooper's ideas about assessment. When instructing skating I have definitely had to plan my assessments and be flexible for differents students (especially when you have 6 and 10 year-olds in the same class!) Also, when I'm teaching new skills, if I don't assess and tell my students how to improve, they will develop bad habits. I had never really thought much of peer evaluations. I thought the only real valuable knowledge gained is that you learn what the class expects of themselves as a group, but now I see it as an alternative source for contructive feedback.
In Chapter 2, Cooper explores the role of the teacher in the digital age and issues involved in using norm- or criterion-referenced assessments in high schools. I like the idea of a teacher as a 'facilitator of learning' rather than the 'source of knowledge'. I also prefer criterion-referenced assessments because they dont sort kids into tiers and they are based upon a curriculum which is already the 'norm' expectations for that particular grade. With regards to preparation for university, I agree that "school is the flight simulator, not the Airbus" (page 22). I believe that high school is made to prepare students for university, which means that it should teach the work ethic and responsibility required for university, but without the university consequences (it's still the simulator, the Airbus didn't crash!).
His first idea is that assessment should be used to gain information on previous knowledge/abilities, and to track progress. Secondly, that it should be planned according to the curriculum and the instruction. Assessments must also be done through several mediums (e.g. written papers, oral presentations) to improve learning for all. Instruction should be altered based on assessments. Assessments should indicate what students are doing well, what they are doing poorly, and their next steps for improvement. In order for students to take responsibility for their learning, self- and peer assessments should be done as well as teacher assessments. Assessments should be criterion-referenced, not norm-referenced, and finally, teachers should use professional judgement when assessing their students' progress.
I liked that at the end of the chapter, Cooper differentiates between assessment and evaluation. He states that evaluations tell students about the quality of a piece of work, whereas assessments should inform students of how to improve their work.
I agree with Cooper's ideas about assessment. When instructing skating I have definitely had to plan my assessments and be flexible for differents students (especially when you have 6 and 10 year-olds in the same class!) Also, when I'm teaching new skills, if I don't assess and tell my students how to improve, they will develop bad habits. I had never really thought much of peer evaluations. I thought the only real valuable knowledge gained is that you learn what the class expects of themselves as a group, but now I see it as an alternative source for contructive feedback.
In Chapter 2, Cooper explores the role of the teacher in the digital age and issues involved in using norm- or criterion-referenced assessments in high schools. I like the idea of a teacher as a 'facilitator of learning' rather than the 'source of knowledge'. I also prefer criterion-referenced assessments because they dont sort kids into tiers and they are based upon a curriculum which is already the 'norm' expectations for that particular grade. With regards to preparation for university, I agree that "school is the flight simulator, not the Airbus" (page 22). I believe that high school is made to prepare students for university, which means that it should teach the work ethic and responsibility required for university, but without the university consequences (it's still the simulator, the Airbus didn't crash!).