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I think I am proficient with room for improvement.  I have really questioned the rationale for my grading as I read this book.  I see the inherent incongruity between assessing for learning versus assessing for the sake of providing a grade.  As a relatively new teacher, I am struggling between my understanding of what is standard department practice versus what I think is a better way to evaluate and encourage learning.

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I think I am proficient with room for improvement.  I have really questioned the rationale for my grading as I read this book.  I see the inherent incongruity between assessing for learning versus assessing for the sake of providing a grade.  As a relatively new teacher, I am struggling between my understanding of what is standard department practice versus what I think is a better way to evaluate and encourage learning.

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To provide quality assessment questions, I do two things.   I look at the standards and sample AP questions on the AP website and create my assessment first.  Then I craft my unit plan so that I make sure I have a clear idea of what my students need to learn and be able to do.  I do something similar in my 9th grade Regents course.  In this way, I feel that I am providing quality and reasonable assessments.

# data[].attributes.subject
To provide quality assessment questions, I do two things.   I look at the standards and sample AP questions on the AP website and create my assessment first.  Then I craft my unit plan so that I make sure I have a clear idea of what my students need to learn and be able to do.  I do something similar in my 9th grade Regents course.  In this way, I feel that I am providing quality and reasonable assessments.

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I also was intrigued by the ideas in this chapter.  I decided to give my students the questions for their unit exam as a study guide.  It is a multiple choice exam - so I gave them questions based on the stems of the questions (not the answer options) and let them know that these are the test questions.  I suggested that they use their assignments and outlines to check if they can answer the questions.  I also asked that they contact me if they encountered any questions that they cannot answer.  I am allowing them to use their answers/question sheet when they take their exam on Tuesday.  We'll see how it turns out.  I think they should do well as I made the exam before I crafted the unit lessons.

# data[].attributes.subject
I also was intrigued by the ideas in this chapter.  I decided to give my students the questions for their unit exam as a study guide.  It is a multiple choice exam - so I gave them questions based on the stems of the questions (not the answer options) and let them know that these are the test questions.  I suggested that they use their assignments and outlines to check if they can answer the questions.  I also asked that they contact me if they encountered any questions that they cannot answer.  I am allowing them to use their answers/question sheet when they take their exam on Tuesday.  We'll see how it turns out.  I think they should do well as I made the exam before I crafted the unit lessons.

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I have been using self-assessment in my AP World class.  My students have to take the AP exam where they write 2 different essays.  Throughout the year this year, I have given the students several essays (I adapted from earlier AP exam essays).  Before they submit the essay to me for grading, I have given them the rubric along with a guide sheet asking them to evaluate their own essay and score it using the rubric.  Then I graded the essay and allowed students to then revise and resubmit based on their own self-assessment and my assessment.  I will continue doing this as it has helped the students understand what they need to do in the essay and leads them to enhance their skills.

# data[].attributes.subject
I have been using self-assessment in my AP World class.  My students have to take the AP exam where they write 2 different essays.  Throughout the year this year, I have given the students several essays (I adapted from earlier AP exam essays).  Before they submit the essay to me for grading, I have given them the rubric along with a guide sheet asking them to evaluate their own essay and score it using the rubric.  Then I graded the essay and allowed students to then revise and resubmit based on their own self-assessment and my assessment.  I will continue doing this as it has helped the students understand what they need to do in the essay and leads them to enhance their skills.

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I feel that my grading practices are somewhere between proficient and mastery. I am always looking for the process, not only the result. The student can make a calculation or copy error and get the answer wrong, however the process after that may be flawless. I couldn’t call myself a teacher if I were to mark that whole problem wrong and not help the student identify how/why they went wrong.  In this way the feedback I provide my students is meaningful and very useful when they go back and correct their work. I remember when I was a student and was receiving graded work back, the teacher's comments meant so much more to me than the actual grade. The comments held information that helped me improve my learning. I have never forgotten that and feel strongly that it will always stand true, especially when the comments are guiding prompts or questions or even just specific praise.

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Most assessments are tiered since the previous learning is always being used and built upon. Students with similar abilities can work together and either move forward to the next task if they are proficient, otherwise they can take a closer look into what is going wrong in the present task and practice to improve understanding. Sometimes it is helpful to pair a student who is struggling with a student who almost gets it. This helps both students. I also have different levels of the same test where the questions are for the most part the same, I might change the type of number I use. This would show me if a student understands a process as opposed to whether or not he or she understands fractions or decimals for example. Students are always required to retake an assessment if they scored poorly. I’m not sure how else you would actually teach a student if you didn’t know where each student was coming from, how could you move forward without a starting point. Learning is fluid and changes from moment to moment, an assessment is just a snapshot and can never be a true reflection of learning, but just a moment in the learning process.

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Questions should reflect what students have learned and be applicable to their field of study. I always ask students to read the questions and let me know if they do not understand something. I can re-word any question or change the format of the question. If a student still doesn’t understand, I just make up a new question that is similar or ask them to tell me what they know about a topic.

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In CTE, the assessments take on a different format than the traditional classroom assessments, we are more hands-on and many times an error will cost the students more than a point on a test , and the self- assessments support this by giving the students a thought/reflection process. It could be thinking about each step in a task and then the end result. As an example, asking if a result makes sense and if not looking into why not, or asking them to describe their thinking/process. I will go through the process of self-assessment with each of them, guiding them through the questions, thoughts, and reflections they might have. During a lesson this guided process continues until they are doing it on their own or chiming in to help eachother. 

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If I were reviewing my grading practices, I think they would be proficient. This year I have focused on quality or quanitiy with regards to assessments. I also allow for test revisions and I do believe in mastery. I struggle engaging students to buy into the concept of mastery and continuing to improve. I don't grade everything and my students are used to the fact that we complete assignments because I have instructed them to and they align to the lesson's objectives.

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I do utilize many methods of formative assessments in my lesson construction. I really liked the idea of giving students the summative assessment at the beginning of the unit. That is an interesting concept. I wonder how it would work. I may try that for my next unit to see how students do with that.

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I could do more of this in my classroom. I used to use self-assessment more in my earlier years. Previously I would have students self-assess their interactive notebooks then I would assess them and provide feedback when scores differed. On writing assignments, I often present the rubric ahead of time and offer students an informal way to assess their writing during the writing process.

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Although I very much theoretically agree with almost everything the author says and suggests with regards to assessment, it is not overly practical when beholden to a Regents Examination. To ensure that I am presenting my students with quality questions, I make sure that all questions adhere to the task models for social studies, that they align directly to the Social Studies Framework and that they test the main ideas. I will also use previous regents examination questions, as those are authentic questions and have been vetted. When it comes to in class formative questioning, I am sure to ask higher level, probing questions that ask student to analyze and interpret the information presented to them.