Day 18: Assessment 2

Hi, fellow English Ed folks!


   Tasks for Tuesday:

        – For those who have turned in midterms, “relax”

        – For those who have not yet submitted, finish up, turn in the best work possible with the extra time granted by Dr. Benko.


What’s down the Road?

    Changes to Yorktown assignment:

       – Less cooperative, involved approach; still useful to us in regards to our task design

        – Potential field trip?

   What does this mean for us?

       – Less direct involvement with students, but still opportunity to work with student work

       – Instead of providing students with direct feedback on their narratives, we are using the narratives as an example of student writing. A real example of it will give us a better vision for our future final writing task/midterm task revision.

   What’s due later on?

       Only video lesson and Reflection    


Use student work to look for patterns in student writing—shaping how we shape writing tasks—less interactive

Yorktown writing task: Narrative, hero’s cycle/journey—written by playing *Dungeons and Dragons; working on story-arcs from different perspectives

*for those interested in overlapping gaming narrative with literary narrative, LOOK AT THIS^^^


** As we move into Jeff Anderson’s Mechanically Inclined (pictured above), Dr. Benko suggests using this as a chance to approach and repair our own grammar.


**Don’t forget to keep tweeting!

    – Tweet about:

         – an English-ed article you read

         – a non English-ed article you read that you can relate to English ed

         – a thought on a future classroom setting—components of this future classroom setting?

         – midterm questions!


Class Discussion––NCTE Assessment:

   – Focused more on the role of assessment in learning rather than assessment and how it is isolated in a task

    – In class, we broke into groups to dissect and discuss different standards for assessing writing (NCTE)

    – Notes from Benko:

         – “NCTE assessment, at the core is about inquiring into what’s going on so that we can get better at teaching and learning”

Notes on Standards, provided by groups:


            Group A:

    1: Stresses importance that work feels valuable; the importance of knowing students, and what kinds of investments they may consider post-secondary school

    4: Asssessment should guide instruction; assessment should shape and form tasks assigned to students







Group B:

    2: What does the grade mean? Stresses importance of formative assessment to prevent ‘just scoring’

    5: importance to acknowledge adaptablity and authenticity of writing; teachers should also realize the nature of their students’ backgrounds— not all students have majority-relevant experience

         *importance of recognizing distinctions between styles of writing and purposes for writing





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Group C:

    3: Purpose of evaluation is to not only maintain consistent evaluative stance, but to maintain a curriculum that adapts to leanrer context

    6: Teaching should be biased-free; teachers need to recognize the dangerous potential of falling into “testing gaps.”


All Together:

    8: Importance for “multiple types of measures”; students should have opportunity to be assessed different ways; formative assessment

    – multiple uses of data in decision-making

    – Example of this? – ask students to show knowledge in different contexts. Some students, for example, might express views more clearly in speech, rather than writing; and vice~versa


Why use NCTE standards?

    – Allow opportunity for contrast during reflection

    – Allow opportunity to evaluate students on a lens apart from the restrictive, standardized, isolated lenses, for example, ISTEP


Looking further into Assessment:

I’ve attached an article that gives further insight into NCTE views on assessment. In class, we mentioned how different kinds of assessment, both formative and summative, can fit the assessment standards of NCTE. NCTE, in this article, particularly describe their views and observations on formative assessment and how formative assessment can manifest through their standards.

Alfie Kohn, a pedagogical researcher, would be in strong agreement with NCTE’s fundamental ideologies on formative assessment. Both authors strike accord in asserting the opportunity for a routine sense of student ownership in regular formative assessment.


Tasks for Tuesday:

For those who have turned in midterms, “relax”                                                                            

For those who have not yet submitted, finish up; turn in the best work possible with the extra time.

Have a great weekend! Happy (day after) St. Patty’s Day!

Jacob H.



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