Assessments and Feedback

     I have learned and taken away a lot of information from the reading that I have done.  One major change (that hasn't been very easy for me) that I have made in the classroom is to NOT grade everything that the students complete.  Formative assessments are done daily in my classes.  Prior to reading this text and others, I found myself correcting and putting a grade on everything done in class.  Not only have I now stopped grading all assessments, but I have also taken a closer look at how I give feedback to the students.  Rather than making corrections for them, I will mark the area of concern and have the kids find and fix their own mistakes.  I try to give written and oral feedback to the students by writing comments on their work and also by talking with them.  On formative assessments, I have been watching more closely for progression towards proficiency before putting a grade on an assessment.  I still do grade formative assessments, but wait until the students are comfortable with the area of study.  For example, I will  introduce them to a skill and visit with them to see if there is any prior knowledge on the area of study--this gives me an idea of where to begin.  We continue practicing (formative assessments not being graded) until I see enough progress with the students and each one lets me know that they are comfortable enough to start actually putting a grade on their work.  As they practice, I try to be clear and concise on feedback and have them be sure to let me know of any issues.  I  typically grade two to three formative assessments prior to giving a quiz or test. 
     With these changes in my teaching, I feel that the kids are learning more due to continuing improvements in their performances.  I see progression at all levels of learning even with students who may struggle academically.  Lastly, I have learned that communication is key.  My students have become more comfortable knowing that they can openly address concerns in class.  I ask them to tell me if they need me to move at a slower pace or spend more time on a specific lesson.  Some have also asked if I could use a different approach on how I am teaching them.  If some students grasp the concept more easily than others, I will have them work with those who need extra help.  These students may explain the lesson in a manner that enables the others to see the material from a different perspective. 
     After being involved in the book studies, I feel that I have been paying more attention to how I teach and how the kids learn and also to what works and what doesn't work.  I have a more open line of communication with my students who have, in turn, made me more focused on them.

Formative Assessment--Spanish One and Spanish Two

For this formative assessment, the students were given a list of ten locations that were covered in the last two chapters of  this unit.  To review recently studied verbs, each student had to write two activities that could be done in each place.  The students were not allowed to use any verb more than once, so they also had to recall verbs from previous chapters.  Of all my Spanish One and Spanish Two students, very few had any mistakes.  There is no need to reteach the material, so the next step will be an enrichment activity.  For each location listed, the students will use there assessments to then write a complete sentence about the activity using the verbs that they have chosen for each location.  This will not only reinforce the verb definitions, but will also allow them to use each verb correctly in a sentence.  They will also need to use additional vocabulary to form complete thoughts.   Writing sentences and short paragraphs allows the students to see the verbs used in context and will help to reinforce the meanings of the verbs and how to conjugate them correctly.