tag:blogger.com,1999:blog-3613241680321339867.post8040325521848807525..comments2024-03-27T23:53:17.789-05:00Comments on The Compelled Educator: Rethinking Assessments during COVID-19 and BeyondJennifer Hoganhttp://www.blogger.com/profile/07937481595933711548noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-3613241680321339867.post-21931475582139872752021-09-22T23:12:59.092-05:002021-09-22T23:12:59.092-05:00Hi Jennifer and Deborah,
I enjoyed reading this b...Hi Jennifer and Deborah, <br />I enjoyed reading this blog very much. As I begin my second year teaching kindergarten, I realize that assessments have always been tricky for me to implement with my students, during COVID or not. Many of the tests we implement in kindergarten are our benchmark tests. These tests are all timed for one minute. I recognize that my students get anxious/nervous during assessments because they feel rushed, and therefore they cannot show their knowledge accurately. It can be frustrating and upsetting to see our students upset themselves because they think they did not do well on the tests. I have realized that I can repeatedly tell them to try their best, but that does not always enhance their confidence or help them perform accurately. It is upsetting when I am analyzing the data and notice that a few of my students' data is inaccurate due to the timing part of the test. I think that timed tests need to be researched and observed to understand that they may not be the best route for students to share their knowledge. As an educator, we must become a teacher leader on topics we are passionate about (Ackerman & Mackenzie, 2007). I am passionate about allowing students to share their knowledge in a way that makes sense for them. You mention student choice as a way for students to complete assessments. This stood out to me because, as we know, there are many ways that students can learn, and therefore there are many ways that students can express their knowledge. Why should students only get one choice to express their knowledge? Allowing students to make choices in the classroom can increase their engagement (Parker et al., 2017). Due to increased student engagement, I think student choice is crucial when it comes to assessments. I believe students would be more motivated to share their knowledge.<br /><br />References <br /><br />Parker, F., Novak, J., & Bartell, T. (2017). To engage students, give them <br /> meaningful choices in the classroom. PHI DELTA KAPPAN, 99(2), 37–41. <br /><br />Ackerman, R., & Mackenzie, S. (2007). Uncovering teacher leadership: Essays and <br /> voices from the field. Thousand Oaks, CA: Corwin Press.Jillnoreply@blogger.com