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Psychology Applied to Teaching,
Eleventh Edition
Jack Snowman, Southern Illinois University
Robert Biehler
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Reflection Journal Questions
Chapter 14: Assessment Of Classroom Learning
- How am I using assessment in my classroom? Am I making regular checks of my assessment practices to ensure that I am being fair to all my students? Am I utilizing other teachers as fairness checks? What can I do to make the assessments in my classroom more effective?
- Am I using a variety of items on my tests? Are there any specific items on my tests that students are misinterpreting or having difficulty with? What can I do to make these questions more clear? Should I try to switch the format of the questions?
- How am I using performance assessments in my classrooms? Am I using them appropriately? Have I given my students enough information about the task(s) and scoring criteria before they begin the assessment? Can I justify the amount of time devoted to performance assessments? Am I making sure that the performance measures I use provide opportunities for learning as well as opportunities for assessment?
- What type of grading approach (criterion-referenced or norm-referenced) am I using in my classroom? Before I assess my students, do I make the criteria for grading clear to them? When I grade the tests do I have the criteria in front of me to ensure I am using them? While I am grading, do I adjust the criteria so they better match the student answers? In other words, do my criteria match the level(s) of student understanding?
- Am I making full use of the technology that is available to me to aid in my classroom assessments? Do I understand how technology can assist me in classroom tasks? Do I search out help when the technology is unclear to me? Have I made sure student information that is on the web or posted by some other technological means is kept confidential and secure?
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