I have always felt vaguely defeated by the reporting system in the four schools I’ve worked in since starting TPRS in my own classroom. The current discussion on assessment is therefore affecting me in a very positive way. Below is a nice collection of some random thoughts from Claire over recent days that have gotten my assessment wheels turning, and that have given me an odd feeling of hope:
…we can assess kids who don’t show up with jGR. That’s the beauty of authentic assessment. Authentic assessments not only serve their purpose and actually show what kids can do, but they reward them for their efforts even if they’re not one of the 4%ers. No haves and have-nots….
…we hold kids accountable and empower them to show growth no matter how slight or hard to spot….
…authentic assessment is typically less formal and less quantitative, so some less informed educators take it less seriously. We have to change this attitude….
…the politics pressuring us to collect quantitative data are shameful. When authentic assessment is easier for us and kids and even hold the kids accountable for doing their 50% (as per Ben’s Classroom Rules), then why aren’t we using it?….
…authentic assessments [involve] reflecting on class work more dynamically. After the bell rings, pick up the rubric that fits what you just did: if they just responded nonverbally, use a TPR rubric (even if you only score a handful, like 3-4 kids a day)….