DRAFT: This module has unpublished changes.
[Note: Picture above not of students actually taking an
assessment (because that would be cheating.... Haha)].
RIBTS #9
Brown University
Practice Based Standard Five: Assessment
In what ways does the student
teacher:
Exhibit a varied repertoire of evaluation
methods? How does the student teacher decide which particular
method of evaluation to use? Are students ever included in the
process?
Employ evaluations which are not graded but
are used for comprehension checks and student feedback? How often
is this done?
Use evaluation projects which teach as much as
they test? To what extent are such projects a part of the class’
ongoing work?
Use grades in the classroom? To what extent
are they used as a motivator? To what extent are students involved
in the process of developing criteria for excellence?
Provide opportunities for
self-assessment?
Use information from assessments to reflect on
the effectiveness of his/her own teaching – and modify instruction
accordingly?
Meeting Standard Five:
The student teacher demonstrates knowledge
of a variety of approaches to assessment and evaluation. Assessment
is seen as integral to the curriculum and instruction process and
employs a repertoire of formal and informal methods. “Traditional”
tests and essays, as well as a variety of media and technology are
used. Students are also given various opportunities to self-assess
progress and their classroom work is guided by known criteria and
standards developed by the student teacher with the class (or with
the class’ knowledge). A focus on continuous student improvement in
skills and content knowledge is emphasized and grading reflects
that objective.
DRAFT: This module has unpublished changes.
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