The clerical and preparation responsibilities i have participated in have been minimal so far. As I am doing my volunteer learning hours on Friday morning, it feels like the week is winding down and the teachers are utilizing the week complete spelling tests, homework packets and learning experiences as well as library visits.
Last week I did however complete a task of putting together homework packets for social studies and putting up a bulletin board. For assembly of the packets, I was given four stacks of papers and a stabler and asked to assemble the packets. It was easy work which entailed me putting together papers and stapling them. It took all of ten minutes. My second task was assembling a bulletin board to encourage the kids to read. Given a plainly papered bulletin board and a file folder with cutout letters and snowflakes, my task was to assemble them into a eye-catching mural involving books. I took to the task with a stapler, and a yard stick in order to get the distance correct.
In regards to the management of assessments by the teachers I've been working with; I have seen instructors handle assessments primarily by the standard of testing. With only 4 visits in the class I can't say that I've been privy to view or involve myself in the assessment portion of teaching. I have had the opportunity to administer a spelling test to the students verbally. And I've proctored quizzes and homework packets. It seems to me that they are all assessed by the same standard. I have not seen a sliding scale of grading for any of the students. I do however know for a fact that they use placement assessments, as most schools would. This can be observed by certain students who are a little slower in subject areas being allowed extra time to complete homework and being allowed release time to work with other groups outside of the classroom itself. Speaking of the spelling test, the fact that they are sometimes quizzed during studying for spelling (homework packets) on how to utilize the words in a proper sentence, have shown me that they are in fact being assessed on incidental learning and not just the proper spelling of a word. And I think this type of learning and subsequent assessment is happening more often than not. It's just that we're not used to calling it an assessment.
One other key point of assessment is that of them being more than just a standard RIGHT-WRONG test, but that they should also be cognitive based, testing: knowledge, skills, reasoning and disposition. This cognitive assessment area has not been seen by me in my time in the classroom but I should hope a Utah school would integrate this manner into their assessment. .
Authentic assessments are also an integral part of the student's work week. These are observed by the homework of various journals kept by students and mini projects they are to complete as groups. My time has been spent helping the kids formulate the proper journal format in order to write a proper entry directed towards a certain person, their parents. Even with only a sliver of time spent with three different fifth grade classes, one thing is for certain. Today's teachers understand the need to utilize various teaching techniques to reach each of their students' varied needs. And in order to do this in a manner efficient to their learning and absorbing knowledge, the assessment is necessary. If they were not using assessments properly to begin with, they would not know where to start or where to focus time and energy in their instruction. So though it may not be self-evident to a volunteer learner such as myself, the overall results of Utah's schools when compared to the nation speak to the proper use of assessments in the education of these students.
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