Peer and Self Assessments, Rubric for Conferencing

Final Assessments

It was nice to conduct some of the assessments we learned about.  Pictured below are three assessments: two completed by my classmates (peer and rubric for conference), and one completed by me (self assessment).  I enjoyed talking to my classmates about my portfolio, because it gave me an opportunity to reaffirm what I had learned and to explain some of things they may have been confused about.  It was also gratifying to be graded by them, because I was confident that they provided an honest opinion.  There comments provided great feedback, as it served as motivation for my next learning experience.  

Lastly, the self assessment served as a moment to look at oneself in the mirror, and approve or disapprove.  We are our own worst critic.  Every individual knows whether they gave their best effort or not.  Therefore, completing a self assessment allows for self-analysis, self-examination, and a little bit of soul-searching in hopes of developing a more dedicated student in the end.

 

Rubric/Scale for Conferencing

 

Peer Assessment (my assessment is blue)

Self Assessment

That's It For Now!!

A Conclusion that will Continue (huh?) ...

The Crew

The final assessment is ... we had a great time together, and a fun learning experience.  We will continue as friends and professional colleagues.
Learning the ins and outs of assessments were very beneficial.  None of us can say we are experts of the topic, but we do have a good foundation which is bound to grow throughout our teaching careers.  

Formative and Summative Assessments

This is how I view the relationship between formative and summative assessments ...

My classmates' efforts to differentiate ...

(The building analogy is continued below)

Formative

I consider formative assessments the building blocks to a larger structure.  As blocks are added to a construction project, the builder has the opportunity to change blocks, change the design, and even the cut the project short and opt for a smaller structure.  Formative assessments possess this same versatility. 

Summative

Once the building has been constructed, it is almost impossible to make any major changes.  The summative assessment functions as the final product.  It is the summation of all activities in a process (i.e. feedback, quizzes, assignments, homework etc.), used to arrive at the final product.

Alternative, Peformance, and Classroom Based Assessments

Similarities and Differences: Alternative, Performance, and Classroom Based Assessments

The above picture is the result of an assignment, in which 4 groups had to create something in order to explain the differences and similarities of performance, alternative, and classroom based assessments.   In my opinion, the above was the best representation of all groups.  The main feature of the diagram is what all the three types of the assessments share: rubrics, checklists, self-assessments, peer-assessments, interviews, presentations.  Why is this important? It's important because, these assessment tools provide the greatest opportunity for feedback and student engagement. Hence, we have a meaningful and measurable union among the three assessment types, which if utilized correctly, have the potential to create an effective learning environment.