Chapter 5 Summary and Reflection

Chapter 5: Evidence of Learning

Summary

Chapter five continues to take us through the stages of assessment. It focuses on collecting data in many forms so that when we need to make summative assessments we have the proof to do so. We should be using evidence from observations, student products, and conversations to triangulate patterns and trends in our students learning. If we do this we can be more confident that our assessments are reliable and valid.

Personal Reflection

I can see legitimate connections between this article and my experience as an educator. Often working in the daycare parents ask how their child is dinging with a task (eg. writing their name or knowing their letters). I often reflect upon the three main sources of evidence observations, student product, and conversations. I’m am relieved to hear that I am doing some things right. However, I think that in order for me to take it to the next level I do need to collect more evidence and hold onto it longer. This way I can try the triangulation method suggested in the book. I am hopeful that I can start to determine patterns in learning that I have not yet noticed. Then I should be able to build my teaching methods in a way that can help progress my students learning faster.

Learning Guide

Ways I can find evidence in a secondary class room…

• listening in on students conversations
• questioning them
• them questioning me
• quizzes
• written explanations of theoretical aspects
• demonstrations

Q1: Will my evidence show whether or not my students have learned what they need to learn?

A1: I think that some of the evidence collecting techniques listed above are highly effective in seeing what is inside the students brain. Their may be better methods depending on what evidence you are attempting to draw out evidence for. With that said I think at lease one of those methods should be effective for virtually all learnings.

Q2: Is there any evidence I am collecting for which I am not accountable for?

A2: Students understandings are not singular learning experiences. They  are collaborations off all learnings experienced regarding or related to a specific understanding. It is highly unlikely that they have no prerequisite knowledge that affects their understanding of my lessons. Therefore, I really can’t take full credit for any of my students understandings because they are collaborations of my teaching, past teachers, family, and the rest of the community.

Q3: Am I collecting evidence from multiple sources.

A3: Yes I am drawing from observations, student products, and conversations.

Q4: Am I collecting enough evidence to see patterns over time.

A4: Honesty, I think so. If i had one piece of evidence from each of the methods listed above I should have a large enough evidence pool. The only problem is I have a huge lack of experience in this field and have no idea until I try it out.

Q5: Am I collecting too much evidence? Is there any evidence I can stop collecting?

A5: This is a similar answer to the last question my experience with formal summative assessment is not immense. Therefore, I don’t really know until I try it in the field.

Q6: How can my students be involved in collecting or organizing the evidence?

A6: They can document their own peer and self assessments.