As a new teacher, giving a variety of assessments is one of the key points that resonated with me in chapter 6 and 7. I would make sure that my students have complete understanding of the lessons I have taught. As a teacher, I should make it a priority to effectively teach the lessons regardless of what type of tests is administered to the students.
According to Popham (2020), a teacher's assessment should typically exemplify the outcomes the teacher wants most students to master. In my reading, another tool that resonated with me was "Multiple-Choice Maria and "True-False Fredrico" assessments which indicates that students will tend to learn things only in a way that meshes with your favored item type (Popham, 2020).
I would not focus too much on those types of tests or assessments. I am sure these types of assessments are easier to grade and may even save time, but our ultimate goal as teachers should be to effectively teach our students the best beneficial assessments possible. We should not allow our students to become complacent with one or two types of tests. They must face opposition or be challenge at some point of time.
As teachers, we need to take our time on implementing constructive response tests. All students should be presented with equal opportunities. This resonated with me because I believe all students deserves a chance at a productive outcome when taking their assessments.
As teachers, we will be faced with difficulties and frustrations. At this point, I will rely on 1 Peter 5:7 which states "Cast all your anxieties on Him, because He cares for you."
Brekira
For the purpose of assessing students when generating assessments, chapters 6 and 7 listed a wide range of segments. I found a few essential concepts in the section on chapter 6, but I'll focus on only two of them. "A cognitive skill that has been learned well by a student will be a cognitive skill that can be displayed in all sorts of ways," is the first statement in chapter 6 that really hit home for me. I enjoyed reading that because it supported the notion that you can replicate or perform a concept or talent in a variety of ways when you actually understand it. The notion that educators must be certain that learning has to be measured in a broad manner is the second fundamental premise. Students won't be able to retain a skill or concept in its entirety if we limit ourselves and them to being evaluated in only one or two ways. This prevents new knowledge from becoming a transferable skill. I must admit that I don't try different approaches to student evaluation. After reading this section, I agree with the main point that learners need the chance to convey new knowledge in a variety of ways. The key concepts in chapter 7 are similar to those in chapter 6 and they also speak to me. The portion on constructed-response questions really helped me grow. The lesson in this segment is that there shouldn't be a lot of constructed-response questions; instead, there should be a few, carefully crafted ones. In addition, chapter 7 makes the case that assessments work best when students are required to satisfy the cognitive challenges of a small number of carefully crafted, constructed-response questions rather than a large number of easy-to-answer questions. Low-level selected responses do have their purpose and can provide the teacher with some information about the student, according to the final statement of the chapter 7 segment.
Tristan
Before going into this reading I did not expect to encounter any questions that would regard things that I had not considered. However, the wide variety of problems that this week's text brought before my attention consisted of things that I had never thought of before in regards our profession. One major idea that I took away from the the reading in Chapter 6 was the emphasis on personal hygiene and the hyper-foucus on our personal dress as teachers. I never quite understood why teachers were always required to dress seemingly in their Sunday best, despite it not always being the most comfortable atire for them to wear. But after further consideration and this reading, I have realized that value that our personal style has on our teaching and the persona that we project to our students. When we hold our work's wardrobe to a high standard it creates a subconscious connection within our students between us as teachers and the sujbect matter that we are explicating. If we put pride in how we present ourselves it will consequentially eek into our teaching, therefore insinuating to our students that we are puting genuine effort and care into our time in the classroom. This is only so important because of the large minority of teachers within the state that both dress inadequately and are uninspiring in their teaching methods, causing the students to associate the low level of quality that the teacher displays in themselves with the things being taught to them in class.
Aquarius21
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