We’ve heard so much about “ongoing assessments” but very few examples of such have been provided or taught to us. I believe we are expected to ‘just know’ certain things simply because we are “teachers in training.” Before reading Ch. 4, the only part of assessments that I completely understood was that it should be ongoing, valid, and reliable. That’s why I enjoyed learning of multiple examples of assessments discussed in Ch. 4, such as, personal assessments, content assessments, and mandated assessments.

Personal assessments include interviews, classroom conversations and observations. Personal assessments are done by talking to and really getting to know the students and each is self explanatory. Another way to get to know your students is by administering reading attitude and interest surveys. A teacher should use assessments and surveys to create authentic learning experiences for each student.

Content assessments are based on content knowledge and can be measured by classroom test and/or a variety of portfolios. Portfolios are a great way to allow students to express what they know, measure own growth, and personalize their work.

Mandated assessments (high stakes tests) are state assessments and standardized tests, and they typically consisting of higher order thinking questions. Many times teachers “teach to the test” in order for their school to acquire or maintain proper accreditations. Let’s face it, finding the perfect balance is difficult but not impossible. Possibly integrating mandated type tests along the way and into the curriculum could best prepare our students for success. Teachers should use all of these assessments together to determine what action, if any, to take to best educate their students.