Saturday, October 18, 2008

Module Five: Assessing Student Progress

This module has prompted me to think about student-centered assessment in the following ways:

Involving students in the assessment process--from the creation of rubrics to peer reviews--will add weeks to my initial estimate of three weeks . . .

And if I involve them in creating rubrics, I must involve them in creating the unit--and if I involve them in creating the unit, I must give them the latitude to decide the configuration of the unit, and ultimately let them decide what we study. I see, ultimately, a non-directivist classroom.

Wow . . . I've come a long way baby.






2 comments:

Tucker said...

Peggy,

Your blog reminds me of the debates we used to have in my Educational Philosophy course where we had to defend our stance on how we would run...I mean "manage" our classroom. I believe after everyone chimed in on their particular views, our professor simply stated that we would have to decide individually what works for us in our classrooms. You never give over total control, just the semblance of it.

Lavetta said...

I'm not sure I understand why you think students must be involved in creating the unit. I can clearly see me presenting a unit I will teach and a product I want . . . then asking for input in the quality of the product. To expedite the process, I would also have the traits listed and the ratings. Anyway... that's the way I see the process.