Student Centered Formative Assessment

An evaluation informed by three sources:

http://www.fairtest.org/value-formative-assessment-pdf

http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx

http://www.lincoln.k12.or.us/Files/Formative%20Assessment%20Strategies.pdf

Formative assessment distinguishes itself in its focus on in process assessment of students' learning--a contrast to the more tradition and much more common summative assessment which assess students' learning after the process of covering content (i.e., Unit Tests, State-Assessments). Their are two opinions that were expressed in the sources in terms of how best to implement formative assessment, though all sources agreed on the merit of relying on formative assessment. There is the opinion (in Formative and Summative Assessment in the Classroom) that there should be a balance of reliance on both formative and summative styles. This is based on the understanding that formative in process assessment will allow for micro-assessment of students learning on specific topics, allowing adjustment and identifying needs especially in terms of remediation. However, likening this to grading students on their practice of the material, there is a need to assess there ability to demonstrate whole understanding--which only summative assessment can provide.

The other opinion (in The Value of Formative Assessment) is that a class successfully implementing formative assessment, needs only to rely on that. That is to assume that the flexibility and responsiveness that formative assessment provides, coupled with spiraling of content, can better support students' development of compounding understanding--the success of which will be demonstrated in process.

I find myself supporting this opinion and rely on the final source (Formative Assessment Strategies) as a model for creating a classroom culture that relies on formative assessment. I find that the spiraling assessment, flexibility, and responsiveness that a successful formative assessment provides can be more effective than summative assessment.

Book Review

Black Children: Their Roots, Culture, And Learning Style

Janice E. Hale-Benson

The introduction of the book brings in the central concern and driving observation that the author has made—Black children are rooted in Afro-American culture and are being asked to succeed in an education system that is Euro-centric. From this realization an examination begins with the goal of honing in on the nature of and sources of Black children’s learning styles—to give, as the book shows, perspective on how to better build a curriculum responsive to the needs of Black children. The book’s chapters can be grouped as contributing to this examination in three ways—examining the sources of culture, connecting culture to its influence on cognitive development, and, in seeing such, the implications on what is needed for a culturally responsive curriculum. The chapters African Background Considered and The Humanities as a Source of Black Culture both reveal Afro-American culture as being intensely rich and unique—with many practices and traits being rooted in West African traditions. Another related chapter, Afro-American Roots: Interviews with Grandmothers, is based on the author’s survey Black and white grandmothers for comparison of child-rearing practices as another mode of influence on the child-development. The chapters How Culture Shapes Cognition, Play Behavior as an Indicator of Cognitive, and Culture and Child-Rearing discuss how culturally sourced behaviors and perspectives contribute to the cognitive reasoning of Black children. There is a distinction drawn between two types of cognitive reasoning—those being analytic and relational—Black culture encourages children’s development of the latter—while the Eurocentric system rewards most an expression of analytic cognitive reasoning. This cognitive conflict is a major source of conflict of the Euro-centric education system and the Black child. The final chapter, Towards a Curriculum Relevant to Afro-Americans: Implications for Early Childhood Education, provides suggestions for a curriculum that would take strides to address this conflict. The author starts by insisting that any new curriculum needs to address three components—political/cultural, pedagogical relevance, and academic rigor. With citation of other scholars, the author encourages an “education for struggle” that addresses the needs of black children as being the victims of colonialism and as needing to excel above their white peers in order to receive equal opportunity. There are many other suggestions, especially in the ways of incorporating the students’ culture into their learning, but the end result is a curriculum that sounds like that of a social justice education.

Though the book’s ordering did not reflect a deliberate streamlined process for beginning to derive a culturally relevant curriculum for children—I grouped and ordered them after reading—the model seems effective. Beginning with the observation—which I feel would be justified if it were only an assumption considering the inevitable struggle associated with culture and education—and noting the prominence of culture in the situation—I feel the author’s emphasis on first evaluating the contribution of culture is the right choice. The further conclusions derived from such, and connected to cognitive reasoning further shows the direct influence of culture on how a child thinks and therefore learns. The major question that stays with me is while there is an understandable emphasis on early childhood education—I assume the time when this culture-cognitive process is most relevant—do the findings change with the growth of the students? Is there an equalizing socialization process that takes place in school that makes a culturally responsive curriculum less relevant? If so, then is it worth the effort—the child’s experience will bring him/her to situations that are far from culturally responsive. If not—then could the same study be made with older students (say 7^th graders, cough) of a different culture?

Math Teacher Resources: Online Math Games

http://www.xpmath.com/

Math Teacher Resources

Collection of Calculators for Different Topics in Math:

http://www.math.com/students/tools.html

Collection of Unit Models for Different Topics in Math:

http://www.math.com/practice/Geometry.html

Confronting Ableism

Hehir, Thomas. (2007). Confronting Ableism. Eduational Leadership, 64(5), 8-14.

Hehir discusses “abelism”: society's negative attitudes about disabilities. The popular perception feed by “ableist” ideas is that disabilities are to be overcome with an ultimate goal of gaining normal function—ideas that lead special education. Hehir defines the purpose of special education as “minimizing the impact of disability and maximizing the opportunities for students with disabilities to participate in schooling and the community.” However, research shows that this perspective is detrimental to students with disabilities. Hehir makes some suggestions in terms of how address the issue of special education—such as making students comfortable in terms of being able to communicate in their own medium, emphasizing investment, holding high standards. Based on the idea that an inclusion setting is best students overcoming their disabilities, Hehir suggests this as well. However from my experience, special education programs become too focused on the goal of “graduation” from the program to the point that they miss the position that they put both students and teachers in. The reading of an IEP does not prepare a teacher completely for handling students that have that been made accustom to the levels of accommodation experience in a special education classroom. Moreover, though this may not be complete the case, my experience has show me that once a student is “graduated” from special education there is a void of support and accommodation that the student must get over in order to succeed in a regular class room. This is not to say that inclusion strategies are not successful, but rather to say that inclusion and “graduation” shouldn’t be the only goal over finding the best solution for the student’s educational needs. It is a measure of success that doesn’t necessarily indicate or cause success.

Chapter 3 - Moore

Chapter 3- Setting Goals and Objectives- Moore

Moore

Moore focuses his proper goals and objectives for the classroom. Looking at the need for accountability on teachers leading to national, state and district standards for performance under “No Child Left Behind.” Looking at the impact of this reform on special needs students—having IEPs, Section 504 students, and ELL students. The academic success of all students is tightly tied to the success of the teachers in interpreting and implementing the standards. Moore marks objective is a statement about what students should be able to do after instruction; these are components of standards. Goals are broader statements used to describe purposes of schooling or a course whereas objectives are more narrowly focused. Moore writes that objectives are to be made up of four elements: that they spell out the terminal behavior or performance, specify the product, describe the conditions, and state the criteria. There is introduction of three learning domains: cognitive domain, the affective domain, and the psychomotor domain. It seems that the best instruction would include consideration of all three. The chapter was a bit dense, but provided some good insight in terms of developing instruction and instruction strategies from standards, ever since emphasis that has been placed on them with NCLB.

Gender Equity: Still Knocking at the Classroom Door

Sadker, David. (1999.) Gender Equity: Still Knocking at the Classroom Door. Educational Leadership, 56.

This article focuses on gender and whether or not there exists educational equity. It looks at the lower frequency of dropout rates in girls and the great number of females in higher education—facts that imply that there has been some victory in gender equality. However, the article also mentions the social biases that women and girls still suffer in terms of lower expectations and participation in math and science related fields. It goes further to realize the implicit biases that lead educators to treat boys and girls differently in the classroom. This is something that I have experienced in my classroom. Essentially—I know more about how to work with my male students than with my female students. With that I tend to be overly cautious with them—which must be seen as a bit of favoritism by the males. That’s something that I’ve got to work on.