PME 827 - Planning and Implementing Classroom Assessment
Module 1:
Summarizing Effective Assessment Practices - Portfolios
I decided to look at the use of Portfolios as a form of assessment in secondary science. This is traditionally not commonly found in this domain especially at the high school level. For this reason, research was limited in regards to these constraints. However, I maintained my goal of creating a summary document with the goal of presenting the feasibility of using portfolios as a means to foster the attainment of learning objectives.
Click here to view the info doc on Portfolios in Secondary Science and Technology
Rubric Analysis
You will find an analysis of a rubric. The original and a revised version is provided here.
Click here for the Rubric Analysis
Module 2: Case Study on an Assessment Issue
Summarize Porter’s argument:
The language used on report cards is not parent/student friendly. Rather, it caters directly to the educationally trained stakeholders whom are comfortable understanding and conversing in the “asset-based language” that makes up what is referred to as “eduspeak” (Porter, 2015). Porter vividly conveys the message that there is a large demand from parents for report cards to be more anecdotal; this, in addition to the numerical/letter grades being provided.
Porter’s main argument however, is shrouded in another reality. She writes that there is a significant amount of “toxic” “politics” in the public-school system (2015). This is exemplified by the fact that there exists a school that proudly provides anecdotal reporting over and above what the ministry requires. Teachers at this school cannot publicly proclaim their efforts since they fear “resentment” from others (Porter, 2015). Furthermore, the TDSB puts the onus on the teachers to provide more personalized messages, however teachers receive arguably mixed messages from those at the top level (E.g. provide personalized comments, however here are some that are acceptable, and be sure not to do more than others). Finally, to add oil to the fire, Porter, a parent herself, expresses her discontent with teachers themselves by saying, “If teachers can’t find the courage and words to tell parents how their kids are really doing in school …” (2015, par. 27). This then indicates that parents may be questioning a teacher’s professionalism when clearly there is quite a complex political issue surrounding report cards.
List all the audiences for a report card. What information does each audience hope to extract from a report card?
What assessment issues and concepts would need consideration if rethinking the way reporting is done?
We need to consider what type of assessment information is most relevant to each stakeholder. For example, parents would benefit most from anecdotal information so that they can provide the support needed at home to help their child succeed academically. Teachers will also benefit most from anecdotal reporting since they will then be able to make necessary changes to their teaching and cater to the needs of their students in a more precise manner. However, there will always be a need for statistics, and the issue of accuracy and fairness in this type of reporting is something we need to consider as well.
Given the complexity that reporting seems to be entwined in, I would propose seeking third-party program inquiry and evaluation services. This would allow for a thorough, and as un-biased as possible, examination of the needs of the community as well as the needs of all stakeholders. In doing so, proposed changes could prove beneficial especially since we can rely on the diligence of the investigation which includes ensuring that all stakeholders are given the opportunity to express their concerns and needs.
What other ways might student achievement be communicated?
Ongoing communication between the teacher/school and the student/parents proves to be most beneficial since it paves the way for transparency which is conductive to success. It shows that there is a partnership between the school and the home and students are then able to see that the support exists around them. (We have to consider that not all students have this support-system at home, which is where ongoing communication between any support staff that is assigned to students with this unfortunate scenario is also maintained so that they know that there are people who do care about them). This avenue also invites both positive and constructive communication and this then can help strike a needed balance with students who may be struggling. Examples of ongoing communication are: online platforms, emails, phone calls, hand-written notes, checklists, portfolios, student-teacher conferences, part-teacher conferences, informal chats with students/parents, etc. (Team, 2016).
-
As part of the ongoing communication explained above, it is vital that students are offered a variety of assessment opportunities. As such, teachers will have even more evidence of students’ success/areas in need of improvement, and students will have a decent amount of exposure using their skills and knowledge base in scenarios that are not always formal and arguably less anxiety inducing.
References
Porter, C. (2015, April 3). How one TDSB school gives human report cards. Toronto Star. Retrieved from http://www.thestar.com/news/insight/2015/04/03/how-one-tdsb-school-gives-human-report-cards-porter.html
Porter, C. (2015, February 23). My kids' report cards get failing grade: Porter. Toronto Star. Retrieved from http://www.thestar.com/news/world/2015/02/23/catherine-porter-cant-understand-her-kids-report-cards.html
Team, T. M. (2016, July 13). The importance of parent-teacher communication. The Mathletics Global Blog. https://www.mathletics.com/blog/news/importance-parent-teacher-communication/#:~:text=There