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Posted by: Topic: Message: If the goals of assessment are to measure student learning and to inform practice, assessment can and should take many forms to serve multiple purposes. The almost immediate feedback from informal assessments (such as classroom observations and demonstrations, journals, and portfolios) makes these assessments especially useful for helping teachers frame daily teaching practice. The delayed nature of feedback from state-mandated testing makes these tests useful for placing student learning in a larger context and providing input on possible areas where the curriculum content needs adjustment.
There is no such thing as an "optimal balance" between formal and informal assessment -- such a balance must be class specific. Readers can link to middle school teacher Mary Ann Stine's ENC Focus article, "State Achievement Tests Can Be a Positive Force in Your Classroom" (at http://enc.org/focus/documents/0,1341,FOC-001578-index,00.shtm), to get a real-life perspective on how formal and informal assessments can be used in a very positive way to enrich student learning. To reply, please first log into The Knowledge Loom |
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