Describe
Chapter 13 of Slavin's Educational Psychology: Theory and Practice (2020) focused on assessment and how it relates to teaching and learning. It clarified the different kinds of assessments we use in class, such as performance tasks, selected-response questions, and informal check-ins. It also went into detail about key words like "validity" and "reliability," while reminding me of the importance of being sure that tests are relevant to what is being taught.
What stood out to me was the reminder that grading is not the only part of assessment. We shouldn't be just assigning grades. Grading should be feedback that help students by telling them what they know and what they still need to work on. Slavin also discussed the importance of fair grading practices and ensuring assessments reflect what students have learned.
Analyze
This chapter made me reflect over my own teaching and grading practices. I sometimes mark things down for reasons that don't have anything to do with how well the students are learning, like when they turn in work late or have formatting problems. In my classroom, I want students to know the importance of those things and need them to know that meeting deadlines and formatting is an important part in the ELA content. I know I need to be more purposeful about paying attention to what the students are actually showing and the content.
The chapter also made me think about how my students are involved in the assessment process. They often wait for me to tell them how they did instead of checking on their own progress. I want to give them more time to think about and analyze their work.
Another thing that stuck with me was that tests should be in line with what you are teaching. It seems easy, but it's easy to get into the habit of teaching one thing and then giving an assessment that doesn't quite fit. I want to make sure that my tests are always measuring what I'm teaching and what I want my students to learn.
Reflect
This reading made me want to go back to having students keep track of their own data in their interactive notebooks using a charting system. It made them feel like they owned it and helped them see how far they had come. I think that would be a strong combination with regular question analysis. I want students to go back over the questions they got wrong, figure out what went wrong, and learn from it instead of just moving on. That helps them think for themselves and builds their metacognitive skills. The only challenge I will have is figuring out time to implement it. It often feels like there is never enough time embedded into the curriculum to give timely valuable feedback. This will be something I will have to problem solve.
I also want to do a better job consistently giving clear rubrics and success criteria at the beginning of each task. When students know exactly what they need to do, they feel more sure of themselves and are more likely to reach the goal of mastering the standard.
This chapter really made me think that assessments should feel supportive, not punitive. I want my students to think of tests as stops along the way in their learning, not just as a final judgment. One of the best things I can do to help them succeed in the long term is to show them how to use feedback and take charge of their own learning.
Reference
Slavin, R. E. (2020). Educational psychology: Theory and practice (13th ed.). Pearson Education.
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