- HOME
- Table of Contents
- Resume
- Philosophy Statement
- 1. History of Jewish/General Education
- 2. Assessment
- 3. Curriculum
- 4. Language Development/Hebrew
- 5. Personal Development of Teachers
- 6. Collaboration/Community
- 7. Technology
- 8. Learning and Cognition
- 9. Evidence-Based Practice
- 10. Child Development
- 11. Content Knowledge
- 12. Ethics and Values
- 13. Instructional Methods
- Inspiration/Chizuk
- Post-Observation Reflections
2. Reflections – Assessment
Until Curriculum and Assessment class, I thought that tests were the primary tool of evaluating learning, and often, a necessary evil. I had never considered the significance of various stages of assessment throughout the learning process. My view has since changed, especially as I am no longer the student taking the test, but the teacher giving assessments to my own students. I want to track learning throughout the unit, and stop the cycle of anxiety and pressure often associated with testing; indeed, I want to shift away from tests as the primary form of assessment, and incorporate more interesting, more differentiated, and less-pressured means to assess student learning, and my teaching.
I like the UbD style of setting goals and then teaching to meet them. I always resented being taught “to the test”, as if that was the only goal of our learning; but, if the test (or other assessment) does accurately evaluate what students have learned, including different levels of knowledge and critical thinking, then the test is indeed a valuable tool. I hope to teach in a way that students don’t even realize they are being assessed via worksheets and projects, and are EXCITED about a test, for the opportunity to show me, and show themselves, all they learned and gained from the unit. “Articulation is the measure of understanding” (The Brisker Rav); tests (or essays, presentations, etc.) provide opportunities to formulate and express on one’s own, a crucial measure of comprehension, and a tool for long-term acquisition.
I included several [descriptions of] assessments: some I created as the goal for the unit to be taught by the head-teacher I work with, and some for units that I created and taught on my own. I aim to teach and therefore assess based on Bloom’s Taxonomy, to address and enrich deeper and higher levels of learning, and in a fun way that also concretizes to the students the information and its relevance.
Until Curriculum and Assessment class, I thought that tests were the primary tool of evaluating learning, and often, a necessary evil. I had never considered the significance of various stages of assessment throughout the learning process. My view has since changed, especially as I am no longer the student taking the test, but the teacher giving assessments to my own students. I want to track learning throughout the unit, and stop the cycle of anxiety and pressure often associated with testing; indeed, I want to shift away from tests as the primary form of assessment, and incorporate more interesting, more differentiated, and less-pressured means to assess student learning, and my teaching.
I like the UbD style of setting goals and then teaching to meet them. I always resented being taught “to the test”, as if that was the only goal of our learning; but, if the test (or other assessment) does accurately evaluate what students have learned, including different levels of knowledge and critical thinking, then the test is indeed a valuable tool. I hope to teach in a way that students don’t even realize they are being assessed via worksheets and projects, and are EXCITED about a test, for the opportunity to show me, and show themselves, all they learned and gained from the unit. “Articulation is the measure of understanding” (The Brisker Rav); tests (or essays, presentations, etc.) provide opportunities to formulate and express on one’s own, a crucial measure of comprehension, and a tool for long-term acquisition.
I included several [descriptions of] assessments: some I created as the goal for the unit to be taught by the head-teacher I work with, and some for units that I created and taught on my own. I aim to teach and therefore assess based on Bloom’s Taxonomy, to address and enrich deeper and higher levels of learning, and in a fun way that also concretizes to the students the information and its relevance.