Chapter 14

Looking at the diagram on p. 505 in Ormrod’s text. Write down some ideas for three or four different types of assessment.

Paper-pencil assessment: I believe it can be good for all students, but more beneficial for those students who do not speak/participate in class. It's important for students to convey their thoughts via writing, but for others, it is way for them to put in their input without having to speak in class. Though teachers may find these students annoying or non-participatory, some students do not like speaking out in class. Like the PLEs we currently do now, I think using a diary, journal, or internet blogs, such as this, can help students express themselves in a different way and still get participation points. I know if my teachers utilized more creative ways for participation, I wouldn't have gotten so many bad grades in school solely because of participation.  

Performance assessment: I believe performance assessments can be a whole lot of fun and bring more energy into the classroom. If I were to use this in my high school history classroom, I would use performance assessments for my class projects. For example, I would give my students the option of either doing a skit, video, music video, or etc, to convey their knowledge through technology or pure creativeness. As I got this idea from my high school history teacher, even introverted me had loads of fun with these assignments and motivated me to start participating in class more. 

Authentic assessment: As a aspiring teacher wanting to teach in the "inner city," I want to implement this assessment to bring out the most in these kids. Though it may be similar to the paper-pencil assessment, I believe in the power of writing. In the beginning of the school year, I plan on using a diary, journal, or blog to bring out a different side of these kids. Sure, many will think this idea is stupid, but I'll tell them to give it a chance. I'll say something along the lines of, "History tends to repeat itself, but for you guys, You have the power to make your own history. Make it count ladies and gentlemen... yolo," something like that. I want them to document themselves throughout the year and every now and then, have them share what they wrote about. It can be about school, their lives, worries, the good times in life, etc. As the year continues, I will incorporate my class with their journals and make it both an academic and personal history lesson.

14.2
I believe there are advantages to both criterion and norm referenced assessments. Under criterion, it can be helpful in understanding a student's weakness in a subject. Once pinpointed, a teacher can then thoughtfully create ways to better service those that are having problems. It can also help gauge on how effective a teacher's lessons are being disseminated via the class. Under norm, a teacher can also get a better assessment on their students' test taking abilities. From here, a teacher may also revise his/her lesson planning to better the lower performing students. I do not have a problem with criterion referenced assessments, however, I see a disadvantage with the norm referenced assessment. Since this does not measure a student's academic prowess, I can not think of a way of how this will impact a student besides his/her test taking skills.  This may be a scheme of standardization, but if I were to choose an assessment for my future teaching, I will consider the criterion referenced assessment.  

p.s. Principal Skinner from the Simpsons... words of wisdom or neglect? 
http://www.youtube.com/watch?v=eHsinpmpZZA