This module has helped me think about student-centered assessment in the following ways...
Module five has helped me think about student-centered assessment by making me question whether or not I worry about what I am doing during the lesson and how I take a part in the assessment. Does everything just always have a grade on it or am I letting the students take responsibility and focusing on them? I feel like making sure assessments are student-centered can sometimes be hard. As the Intel Program said, it can be hard because when you are in a traditional classroom the teachers do lead and give all of the assessments. It also makes me think deeper into what kind of assessments am I using in my classroom. Are they doing the same thing over again or am I giving them an opportunity to the students to show they have learned? When the students are given a chance to be involved in assessment, according to research, it has a positive effect on learning. In my opinion, many teachers do not want to turn to these types of assessments due to lack of classroom control or not having training on how to work with their students in this way. Teachers may also complain about the extra work that goes into having student-centered assessments. It takes time and strategic planning in order to have your students complete these assessment successfully. Students need the opportunity to work with different types of assessments, such as rubrics, checklists, or even their peers in order to grow in their learning.
I would apply this information to my classroom by taking a closer look at the assessments that are being used. I need to make sure that the students have a chance to grow in every assessment they complete. I want my assessments to give my students an opportunity to think at a higher level and be able to answer the higher depth of knowledge questions. Also before implementing these assessments, I would want to collaborate with my grade level in order to get feedback and perspective from other teachers.
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