Chapter+12

Cindy- Well, I must admit finally getting excited about the topic of assessment which is always a debatable topic in education where many tiring hours are spent setting assessment requirements. However, honestly, I was a little disappointed because he did not list specifics rather he focused on the" mindset "concept,again. Yes, we all know that. On a positve note, he then reviewed the 21st century fluency skills which I am always fascinated about and would like to post them in my classroom on posters next year so I can direct my skills and strategies toward those benchmarks. Secondly, he addressed the four D's concept, too, which is also very important to refer to many subjects, activities and projects in the classroom. What I was looking for was specific assessment models so I found this article[|Assessment Benchmarks]which stated some specific; at least questions, such as: generating data, frequent opportunity for feedback and revision(throw out those darn report cards) and a well aligned continum(which by the way we had in some of these in our scope and sequence curriculum guides twenty years ago) Now, this is something that I was anticipated in this chapter. Well, after reading this article(as stated) finally "what is the teacher's roles in these assessments?"

While the issue of how we evaluate our students skills and kowledge is always under debate, it seems to never be truly resolved. As the needs of students change over time the way we assess and evaluate our students neds to change. I agree with what the author is saying about how mindsets must change when the issue of evaluation and assessment of our students arises. The mindset that a lot of teachers have of evaluating what the author calls 20th century skills for 21st century students needs to change. I think a lot of schools and teachers are changing but there are still many that are not. Paper and pencil tests assess these 20th century skills but do ot fit the way our 21st century students think and need to be evaluated. If we are truly going to adjust the way we are assessing our students to fit their 21st century way of learning and thinking then it start with the teachers and school administrators to change the way we think about assessment and evaluation. The following article was written two years ago but addresses the need for and barriers to how to effectively assess 21st century skills in our schools. Also, the article discusses how the mindsets of those involved in education needs to change to assess 21st century skills effectively. [|21st century skill assessment]
 * Nick**


 * Doug**

Maybe for the first time in the book I agree with the authors completely. Not only do we need to change the way we teach, but change the way we evaluate. Unfortunately those //wonderful// high-stakes tests ruin that idea for us everyday teachers. The authors made a good point about politicians growing up and learning using the 20th century model. Well those politicians are the ones in charge of chaging the face of education and the tests we need our students to pass in order to get into college and in order to show that our schools are teaching the right material. We can change the way we evaluate our students in our own classroom. I think that it will be a lot more beneficial for our students when we do so. However, we can not control what comes down fom the higher powers (PDE and higher). Until those higher powers grow into the 21st century way of thinking and evaluating we will be doing a disservice to our students evaluating them by 20th century standards.

When discussing assessment, I think that performance assessment (authentic assessment) is the most valuable kind of assessment for students. It provides them with relevant, real-world problem solving tasks. Incorporating technology when providing students with authentic assessment tasks adds relevance, because technology is such a huge part of students’ lives. I do agree that it is our job to prepare for students for the world. What better way to do this than providing them with relevant tasks? (What prepares students for the real world-authentic assessment or paper and pencil tests) I liked the example they gave with creating magazine articles using desktop publishing tools. Technology has so much to offer, there are endless possibilities to incorporate them into student learning. PBL & Authentic Assessment
 * Felicia**

Jen
Okay, so I read about assessment and that it, like pretty much everything else in education needs to change. This, above everything else, is probably the one I agree with the most. While I know that we need to move forward technologically in our schools, I believe that assessment needs to change the most. All teachers need to realize that traditional pen and paper tests are not the way to go 100% of the time. Now while I believe that we need to add technology into our classrooms, there are still teachers who are weary of that, so what they can do to ease themselves into changing is start grading what they are currently doing in a new way. I found some rubrics that will help us grade those 21st century skills. I think that if someone starts small, changing one way he/she grades things, then maybe that person will then be inspired to start changing how they teach.

Clearly, learning with technology is beneficial in our classrooms. Utilizing 21st century skills provide information so students can think critically about real-life issues and problems, then communicate their findings. That’s where assessment comes into play. If instruction is going to mirror 21st century life (and reality), then it’s as natural as evolution that evaluation change as well. However, as the authors point out, a major obstacle blocks the way of any possibility of change—that is, the mindset of politicians, administrators, teachers, parents, and community. In fact, listen carefully, the sound you hear is the zillions of voices just trying to be heard. If educational reform had a voice, it would be like the sound of bees buzzing around their hive trying to protect their precious honey—our children. Sure enough, when funding is cut and teachers are laid off, classrooms are overpopulated and the drop out rate just went up—the buzzing swells to a humming. And kids can’t read. The question remains, whose voice will be heard above all the buzzing?
 * Diane**

So, I think the quote that began the chapter really hit home with most, if not all of us. Assessments need to be authentic. Students need to know that there is some real-life, actual use to what they are learning. The author also makes valid points as to how instead of the traditional literacy that we all grew up with and loved has changed more into digital literacy. With that said, I feel it's fairly clear that the notion of being literate is still a need in our students, and in the workforce. However, I was a bit taken back that the author did not take the time to point out that digital literacy is just as important, as well as having the students be able to use the technology and digital literacy vehicles in a responsible, valid manner. Here is a great website I found that could be utilized by any teacher to show students different ways to enhance their digital literacy skills. Digital Literacy **
 * Adam