Assessing and Evaluating Students' Learning
Something that i found interesting was the limitation of the "knowing that" aspect of literature. I feel like quizzes, tests, and other assessments that require to understand the definitions more than applying what has been learned to the students own writing, is used more in the classroom setting. I found the distinction from "knowing that" and "knowing how" was very clear. I thought that the example of the metaphor was a good way to demonstrate a different way of assessment. Keeping in mind that both assessments are useful, but only if they're used together. Later in the chapter the authors state that the "knowing that" tests should be used "sparingly," so the students can gain the skill of fully understanding a piece of text.
I liked how the authors gave some learning ideas when reading and interpreting a book that's being read in class. I liked how each section; Elaboration of retelling story events, explaining characters actions, perspective-talking, uses of intertextual links, and constructing text worlds, each came with a criteria of some kind and an example. Some of these ideas and strategies I would like to use in my classroom. With those things in mind, I found some of the ideas for the assessment were useful. I liked the idea of letting the students define patterns in a characters actions and providing a rubric to show them my expectations.
I thought this chapter was a little eye-opening when it came to the state test and why it's set up the way it is. However, I also see how the test could be easy; because, some students can select the correct answer without reading the passage provided. I know that I did this sometimes on the state test and my reading section had decent scores, after I discovered this little trick called skimming. In conclusion, I think that I would like to experiment with some new ways of assessment, keeping my students on their toes, and hopefully they'll start reading. I'm hoping if they start to read things that I make them read, they'll start reading something that they enjoy.
I liked how the authors gave some learning ideas when reading and interpreting a book that's being read in class. I liked how each section; Elaboration of retelling story events, explaining characters actions, perspective-talking, uses of intertextual links, and constructing text worlds, each came with a criteria of some kind and an example. Some of these ideas and strategies I would like to use in my classroom. With those things in mind, I found some of the ideas for the assessment were useful. I liked the idea of letting the students define patterns in a characters actions and providing a rubric to show them my expectations.
I thought this chapter was a little eye-opening when it came to the state test and why it's set up the way it is. However, I also see how the test could be easy; because, some students can select the correct answer without reading the passage provided. I know that I did this sometimes on the state test and my reading section had decent scores, after I discovered this little trick called skimming. In conclusion, I think that I would like to experiment with some new ways of assessment, keeping my students on their toes, and hopefully they'll start reading. I'm hoping if they start to read things that I make them read, they'll start reading something that they enjoy.
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