In fact, one of the most important functions of assessments is measuring the efficacy of any given lesson. If most students in the class perform poorly on an assessment, the nature or structure of the lesson might be to blame.
McMillan (2007) point out the need for setting goals and targets with high expectations of our students. I have found a great deal of pessimism surrounding our profession. This pessimism is unfounded. Students want to learn, because curiosity is an innate part of the human experience. Teachers should expect their students to possess an insatiable intellectual curiosity. Unfortunately, federal standards demand that teachers cannot digress too much from standard educational curricula issued by our state. We face a dichotomy in our profession between teaching for tests and teaching for intellectual stimulation. Teachers can work around the dichotomy by offering their students opportunities to expand their knowledge on their own such as by viewing Web sites of television shows that will help them...
This course, along with McMillan's (2007) guidelines, help us streamline our grading process. I learned how to design efficient lessons and assessments, while also allowing for creative assessment methods. For example, a portfolio will allow me to include student Web searches and multimedia presentations along with more traditional assessment methods like essay writing and written exams. Students with special needs will also be able to thrive in a classroom environment that includes more cooperative learning strategies. Cooperative learning will allow advanced students to reinforce their knowledge of course material while boosting that of their classmates. Ultimately, I appreciate this course for demystifying the assessment process.
Reference
McMillan, J.H. (2007). Classroom Assessment: Principles and practice for effective standards-based instruction. 4th ed. Old Tappan, NJ: Pearson Allyn & Bacon.
