Reflective Reading Journal by Alisa Wheeler

Question 1a

awheel11 — 2024-08-18 00:11:20 UTC

Describe your own classroom assessment processes and reflect on how they lead to student learning. Do they?

Question 1b

awheel11 — 2024-08-18 00:13:57 UTC

Think about your school district or a district you are familiar with. Is there an emphasis on classroom assessment? If so, is the approach effective?

CH. 1 Question 1a

awheel11 — 2024-08-18 00:18:52 UTC

Can you think of a classroom assessment you use that is clearly authentic for the students? How do you know?

CH. 2 Question 1b

awheel11 — 2024-08-18 00:26:41 UTC

Competent assessment involves aligning the assessment with the learning targets. Give an example from your classroom or from your own learning/training experiences when the learning target and the assessment used to measure student achievement of that target were misaligned.

CH. 4 Question 1a

awheel11 — 2024-08-18 00:29:19 UTC

Butler and McMunn (2014) realize that constructed-response assessment is not new to the classroom. What is often missing in constructed-response assessments you have created or used?

CH. 5 Question 1b

awheel11 — 2024-08-18 00:29:58 UTC

What are some examples of projects you use with your students or projects you have personally experienced? What made these special or not so special to your learning? How do projects enhance learning?

CH. 6 Question 1a

awheel11 — 2024-08-18 00:32:22 UTC

What are some of the tasks you were asked to perform as a student that seemed purposeful and exciting? Why do you remember these?

CH. 7 Question 1b

awheel11 — 2024-08-18 00:33:31 UTC

Have you experienced using a holistic analytical rubric or both? Which one do you find the most beneficial for you? For your students?

CH. 8 Question 1a

awheel11 — 2024-08-18 00:35:04 UTC

In your practice as a teacher, school librarian, or instructional technology specialist, what are specific patterns of performance or trends in student thinking that you look for in your assessment evidence?

CH. 9 Question 1b

awheel11 — 2024-08-18 00:36:57 UTC

Are your assessment practices modeled on ways you were assessed as a student? What are the similarities and differences between your practice and those you have experienced?

CH. 10 Question 1a

awheel11 — 2024-08-18 00:37:56 UTC

Briefly note any useful takeaways related to the motivation of K-12 students.

CH. 10 Question 1b

awheel11 — 2024-08-18 00:39:14 UTC

Does this chapter offer any insights related to your role in motivating adult learners (say, in the role of designing/leading professional development with adult colleagues)?

CH. 11

awheel11 — 2024-08-18 00:40:12 UTC

From the perspective of a leader of professional development in a school setting (i.e., school librarian, teacher leader, IT specialist, etc.), what do you think the role of grading is when supporting teachers in assessing technology-enhanced instruction?

CONCLUSION

awheel11 — 2024-08-18 00:41:24 UTC

Thinking about what we’ve explored this semester in terms of designing assessment in technology-enhanced instruction, what short-term (1 year) and long-term (2-5 years) goal(s) can you set for improving either (a) how you assess your students or (b) how you support others in assessing students?