Module 2: Opitz Chapters 5 & 6 and Article Comparison

As I read the Opitz text and the article I can see where ideas merge and where they are different.  Both the article and the Opitz text discuss that students should create assessment tools in order for students to be involved and understand how they will be evaluated.  Both the text and the article discussed testing- whether it be norm referenced, criterion referenced, or interim/benchmark testing and discussed that those tests have faults in that it may not address "skills and standards that were taught from day to day" (Risko and Walker-Dalhouse, 2010). The idea of using assessment to guide instruction was also discussed in both readings and the article made direct mention of differentiation (Risko and Walker-Dalhouse, 2010).  The Opitz text discussed the importance of using assessments to guide instruction but also gave a lot of examples about the many types of assessments that can be used.

Both readings discussed assessment, however, when I think of assessment I automatically think of testing or tests as assessment and sometimes forget that just a casual conversation, inventory, or observation can be assessment.  I really like how the Opitz text divided up assessments into standardized assessments and informal assessments.  The Optiz chapters 5 and 6 really went through the various types of observation techniques, anecdotal records, and student interest surveys and I liked how each informal assessment had an actual example of one that could be used in the classroom (Opitz, Rubin, and Erekson, 2011). The article addressed more of the formative and standardized assessments and did not mention a lot about the informal assessments that teachers use on a day to day basis.

I like how the Opitz text discussed standardized testing and how they can be administered in the fall and then used to guide instruction but if they are administered later in the year it doesn't help to guide instruction (Opitz, Rubin, and Erekson, 2011). This is so true.  Giving my students the CRCT at the end of the year only serves to evaluate the teacher and students and not guide instructional practices.

Both readings though really focused on assessments guiding instruction.  Targeting skills that students need and using their interests, strengths, and weaknesses is going to be more valuable than teaching every student the same skill.  "When teachers used formative assessments to guide their instruction, students made gains that were considered large and meaningful" (Risko and Walker-Dalhouse, 2010).