My Connections to the Readings on Assessment

I am a fourth grade teacher and I could relate to Ms. Rodriguez's article about "Authentic Classroom Assessment in Action." When I taught 8th grade in Union City, we were required to keep student portfolios that were passed to their new teacher each year. I remember how cumbersome they had become from all of their school work throughout the years. Each marking period the students were asked to choose five writing samples and complete an assessment form. I thought that they were accustomed to this activity since they had been doing it for years but, I learned the hard way that unless you model everything, you don't get exactly what you want. A few students picked their spelling tests because they received 100s instead of choosing their writing assignments. We also had to review the form so that they really gave a lot of thought to this activity. During the next three marking periods, we completed the same process, and we conferenced throughout the year. I learned a lot about my students from the various entries that they had made in their portfolios. They also were very hard on themselves, and the portfolio was considered a test grade for each marking period. I liked the idea of keeping a portfolio, but when I shipped them to the high school, I wondered what was going to really happen with them.

My daughter had a portfolio in elementary school, and I remember wanting to keep the assignments. She would always make me return them to school, and just as I had feared, her portfolio was never returned when she graduated from grammar school. They said that it had gotten lost. How do you lose 26 portfolios? This really upset me.

Currently, I teach 4th grade and keep the students' work by subject throughout the year in a file cabinet, and I return everything at the end of the year. I like being able to discuss their work throughout the year, and the students can see their growth. I share their folders with parents at two of our conferences. Throughout the year, I conference with my students, and we can focus on their strenghts and weaknesses when we view a writing piece. Unfortunatley, this district does not require a portfolio and no one else really uses it as an assessment tool in my school.

I really liked the author's idea of a portfolio that contained important items and pictures. I never thought that students could personalize their portfolio by bringing in other items. I also liked the idea of sharing a "Me Box" with your students. This year I decided to keep my own writing journal and complete the assignments that I was asking my students to do. I learned so much more about the assignment and what goes into the writing process by participating in it myself. Sometimes during one of our writing celebrations, I shared my journal with the students, and they enjoyed hearing what I had written. I think this year I will start my own "Me Box" and assign it for the class also in September. It's a good way for each of us to get to know one another in the beginning of the school year. I think that I might set up a display for back-to-school night of everyone's boxes.

I liked the literacy assessment chart from the links to readings because I can refer to it when I'm planning my reading units. I also agree with the "Principles of Effective Literacy Assessment" that it should be a collaborative process. The students need to be actively involved in their evaluation. That is why I like to conference with my students and get feedback from them.

In our textbook, I agreed that self-assessment is vital but I don't think it is effective unless an action plan is included. If the students just reflect and write down a goal, they rarely accomplish anything. I think we should keep a record of our conferences and meet with the students to see how their strategies or plans are working and if we need to adjust anything. By holding them accountable with a real plan, I think that we are more apt to see progress.


I know that standards are important, but I could really relate to the quote on page 585: "The true measure of whether or not standards are any good is whether or not kids are learning more." I like setting clear goals and objectives, but I'm not so sure that teachers have a clear sense of what to do with all of the standards. It's a little overwhelming when you're handed a standards booklet. In Union City, I had to label everything with a standard in red ink in my lesson plans and on my bulletin boards. I often wondered if anyone even bothered to check to see if they were correct or not. I use to spend so much time on the standards in that district and now I work in one where no one really refers to them except at an occasional faculty meeting. In New Jersey, each district is so different; we don't have standards on how to use the standards from one place to another. I think the most important thing is that the students are learning and achieving more.

On page 599 in the chapter summary, the author's point is that we must foster a "love of learning and desire to continue learning must not be hampered by testing." I couldn't agree more. This is exactly what I hope to do in my classroom. I do have to teach for the test in March, but for the most part, I try to make learning fun and engaging throughout the year. But after March, I was totally devoted to literature circles, read alouds, story telling, reader's theatre, group projects, and so much more. If we are really doing what we're supposed to be doing, we have multiple ways to assess our students from day to day.