Reflection #2

1. Sometimes, offering only multiple choice or chapter tests limit a student's intellectual and creative processes when students have the potential to do so much more. These types of test only assess knowledge of students, not the skills or ideas they may have. In the poem "Chapter 14" the author describes their questions and thoughts about the subject. However, the author's expanding inquisitiveness is halted because the author is more concerned about the test, not about the knowledge they may gain by following through with their thoughts and questions.Many times, students who are allowed to express their own personal input show more interest in the subject and overall success in the classroom.

2. Two types of formative assessments I use are one-on-one communications with students, such as asking them specific questions, and classroom discussions, where students are allowed to express their own thoughts and concerns about a question given to them and exchange ideas.
Two types of summative assessments I use are unit tests, such as over a book or literary period, and papers, such as an expository essay over several subjects we cover in a unit.
It is important to have both types of assessments for students so that their day-to-day progress can be monitored while they have something "tangible" that reflects their growth and success.
One assessment I would like to try is a portfolio of students' work and progress throughout a six weeks. I would do this by collecting their papers, assignments, and any other crafts they create. Another assessment I would like to try is exit slips. I would have each student answer a question before they were allowed to leave the class. Finally, another assessment I am interested in are interviews. I think this would be great practice for all students who will need formal one-on-one communication skills in their lives. I would like to schedule times for students to answer both objective and subjective questions verbally, based on a topic or unit.