Assessment

        This week we focused mainly on the definition of assessment and the best ways to assess students. My class settled on what I think is a great definition for assessment. We stated that, assessment is the process of gathering and discussing information from a variety of sources, to develop an understanding of what students know, understand, and can do with their knowledge.  I like this definition because it dispels the idea that assessment is simply a test and a grade. While a test could be a part of an assessment, it should not be the only aspect involved.
       
        After establishing a sound definition for assessment, my class discussed the three different types of assessment and when it was appropriate to use them. Diagnostic assessments should be implemented before a lesson or activity to gain an understanding of what students already know about a given topic and what their questions may be. Formative assessments should be conducted throughout the lesson. This type of assessment is ongoing and allows time for the teacher to give quick feedback to the students and keep them on track. Summative assessments should take place after a lesson or a unit have been completed. This assessment shows how much the student has learned from the given lesson or unit.

        Lastly, my class discussed the importance of implementing authentic assessments. This type of assessment involves projects where students can demonstrate what they know, while also feeling a sense of purpose for what they are doing. Students will automatically be more engaged in a task if it has some sort of significance in their lives. Incorporating real life experiences is a great way to spark students' interest and keep them engaged. Authentic assessments are also a great tool because they are measuring more than just the students knowledge on a topic.