Chapter three of Fair Isn't Always Equal emphasized the meaning of assessment. Assessment means "to sit beside" or "coach". Teachers need to have goals in mind (the goals can be created through breaking down the standards) to be capable of properly assessing the progress of students. Assessing children does not work if a teacher decides to test the students' mastery at the very end of a unit or year. It is essential that the educator assesses students at the beginning, middle, and end of a unit. The main idea of formative (ongoing) testing is that the educator can use the results to take action and change certain aspects of the unit to fit students' needs. This particular idea impacts me as a teacher because if I assess my students, notice that there are problems and/or difficulties, and I do not take any action to change it, I am wasting time to teach my students valuable material that they could potentially retain. Modifying my lessons is a skill that I can obtain through the proper use of assessing my students. I also need to break down the standards into what is essential, what is highly desirable, and what is desirable. Having these certain priorities of what I should teach will keep me focused on the final and desired goals. Assessments should always be clear and understandable so that my students will know the goals set for them. Assessments also serve the purpose of showing me what my students know and are able to do. If I know what my students are capable of and if I know what my students need to work on, it gives me the opportunity to give them instructive feedback on how they can improve. When my students fix the problems, they will be able to perform successfully on the next assessment.
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