The entire chapter covers accurate testing techniques that properly assess the capabilities of the student being tested. The three key principles to assessment are as follows: Does the assessment cover a broad concept, or a fine detail of the concept? Do the measures match the goals of the test? And the last is whether or not the form of the test serves its own function. The chapter also detailed the GRASPS frame which provides a frame for more detailed and effective/efficient learning. Grasp stand for Goal, Role, Audience, Situation, Products, Standards.
The chapter also discusses pre-assessment and how it should be used by the teacher to understand what the students already have learned and how the lesson or unit should be tailored to suit their needs.
This approach conflicts with the current test crazy system that we have in place; both instituted by colleges and the federal government. It is rather difficult to implement teaching styles when an all important test is looming over the heads of teachers and students alike.
This chapter also connected with the six facets of learning that were introduced in "Fair isn't Always Equal in chapter 2, and reminded teachers that giving work back to students quickly is very important. Every student has stories about teachers that weren't quick to give back important work.
Lastly, this chapter really emphasises how every assignment should have a goal and a purpose, thus eliminating busy work. Everything done in class is one more step along the path to a higher goal.
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I agree with the group that testing in schools now is very restrictive to students' full potentials. Large, hard tests are a lot to deal with when one is a student in high school, and oftentimes, as i know was true for me, no effort is made to truly understand the material but to simply memorize it to do well on a test.
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