A.) Offering only multiple choice or chapter tests limits the abilities of the students we teach by teaching them that only certain, short answers are acceptable. By offering only these kinds of tests we teach students to think narrowly and to think in terms of how the teacher would think rather than teaching them to create ideas of their own. It also tells students that their answers are completely wrong when in actuality the student may have just made one mistake. Therefore, the students aren't receiving any credit for all the steps they have completed correctly. This is a problem you see often in math classes. Or students guess the correct answer without knowing ANY of the steps. This can cause the students to fall behind while keeping the teacher from noticing.
B.)
i.) Some examples of formative assessments that I currently use are: in class assignments that allow for guided practice, quizzes, homework, participation grades, group work, and activities similar to exit slips where the students must have so many problems done before leaving.
ii.) Examples of summative assessments I currently use are: six weeks and chapter tests.
iii.)It is important to have both formative and summative assessments throughout the year not only to give the students an appropriate grade, but to help them catch their mistakes as soon as possible so that they can be fixed. It is also important to include both types of assessments in the curriculum so that we, as teachers, are able to grade ourselves. If students are doing really well on classwork and group discussions, but are failing tests; we could be creating tests that are too difficult, or we may not be covering the appropriate material for the test. Formative assessments allow both students and teachers to catch their mistakes early.
iv.) I would like to implement interviews as a means for assessment in my future classroom. Once every two weeks I could have students briefly tell me how their work is going and explain the material being covered to me.
I would also like to implement more projects as a means for assessment. I could use more hands on activities to get the students involved and excited. After, the students could present their projects to me.
Lastly, I would like to implement class discussions as a means for formative assessment in my future classroom. Throughout new lessons I could prompt discussion by asking questions that require thought. Having the whole class involved could help students feel comfortable in asking one another questions and responding in a positive way.
