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Teacher as Evaluator

Written by Danielle Filipiak
October 07, 2013

This panel featured veteran teachers Sheila Derrickson and Jennifer Marella, both from the Detroit, MI area.  While this was one of the most challenging panels largely because of technical difficulties, some important tensions surfaced as we discussed the theme of evaluation and asessment.  Given the current climate in schools as it relates to high-stakes testing and teacher accountability measures, the students in our course were genuinely curious about not only the ways that Sheila and Jen thought about evaluation and assessment, but also how they were handling the challenging discourses that arose from recent educational policy decisions. 

Some Guiding questions around assessment that we explored in our seminar included:

  • How do I know where my students are? 
  • How might I employ a variety of ways to assess and build from their knowledge? What is the difference between formative and summative assessments?
  • How do I know that students have learned what I set out to teach? 
  • What pedagogical moves become important in creating a classroom space where students see assessment as important? 
  • When does assessment make a difference, and under what circumstances? 
  • Who should be involved in creating assessments and assessment protocols? 
  • What should be done with the information that is gathered from assessments?