Chapter 6

Summary: This chapter focused entirely on creating tests and quizzes. All aspects of their creation were explored including: using a variety of prompts and questions, types of test forms, making efficient forms, (ex: writing out true/false so that the students can circle one of the answers). The chapter explains the importance of making questions clear and understandable to the test taker. We were told that tests need to be kept as short as possible to avoid testing the student's ability to take tests. It only makes sense that if you can tell if a student understands a concept by asking them one or two questions then you should do that instead of making tons of questions that test the same thing. Basically this chapter talks about creating worth while tests and quizzes.

Key Thoughts: We liked the idea of using smaller tests and quizzes. smaller tests are less intimidating to students allowing them a chance to relax and actually think about what they know about the subject instead of see the test and saying "oh my, I'm never going to finish this." We all agree that the idea of the double test form was neat. It will make grading a much simpler task and provide students with feedback more quickly. I personally liked the idea of asking students to write down a question that they thought would be on the test and then asking them to answer it. It makes the students feel like they didn't study all the wrong stuff.

Chapter 3

This chapter mainly focuses on assessment in an effective classroom. The big idea of a unit beginning with the end in mind was stressed so that there can be constant knowledge of what to expect and anticipate. Giving students a pre-assessment at the beginning of a unit will gage the students' focus and will help the teacher realize what to focus on the most considering the student's knowledge. We should always keep in mind that assessment should be geared more towards advancing education rather than evaluating education. It is important that authentic, real world assessments are given so students can relate to what they are learning and apply it in the future.

We connected to this chapter through the idea of giving students information about the end of the unit from day one, and also the fact that there are many different forms of assessment that can be given. Keeping the multiple intelligences in mind when developing an assessment is always important. The MI's allow teachers to be creative and more effective. Establishing assessments that hit many MI's are ideal and more interesting, engaging, and fun for the students.

Chapter 5

Summary: This is a chapter focused on the technique of tiering assignments, which is a useful Differentiated technique for teaching students of varied skill levels. For the most part, tiering acts as a sliding scale of difficulty; used to add in assessment standards or content requirements for advanced learners, or to simplify the assessment for struggling students. Some specific methods of doing this are brought up, such as Learning Contracts, which allow the student to make their own deadlines, which they then agree to in writing. Other strategies are less concrete, but many can be used to tier the assessment in either direction.

Key Thought: First of all, none of the members of this group had ever heard the term tiering applied to instruction, at the very least not in this detail. We all saw this as an important method for the Differentiated classroom, wherein a little extra time on the teacher's part can result in a dramatic change in the student's experience. The theory behind the tiering method was also expressed in a more poetic manner(which appeals to my MI leanings) in Williams's Taxonomy of Creativity, which being placed towards the end of the chapter provides an alternate perspective on this theory.

Chapter 4

Summary: Three major assessments are described in this chapter; Rubrics, portfolios, and student self assessments. Each assessment was explained. We were shown the benefits of each assessments and when they would best be used.

Connections: We have all used each of the assessments and find that self assessments are great because they allow the student to go over his or her work another time. It also allows the student to tell you something about their piece that they may not feel comfortable asking you in person, or that you might consider when grading their work. It also forces students to be honest with themselves, if students give themselves a grade they then have to justify it. In many cases students will be harder on themselves than the teacher.

Chapter 1

Summary: The chapter introduces the approach of teaching with differentiated instruction. This is the method in which the teacher adapts the lessons to benefit individual students. This type of instruction does not make things easier for students but does make things more fair and effective for all students so that they can learn in an equal manner.

Connections: We all decided that the way in which the method was described was done effectively. We all also liked the number of examples that were given to us to illustrate the chapter's contents. The book seems to be relatively successful in achieving it's explanation of Differentiated instruction by modeling it in the chapter itself.

Chapter 2

This chapter is about mastery. The discussion of this chapter focused on what constitutes mastery, including the different levels of knowledge leading to mastery, and the demonstration and skills that could identify mastery of a topic completely. Also discussed was the selection process for what students will master and the multiple samples of work that can adequately show mastery.

We related to the reading through the examples that were given and also by the overlap of information from understanding by design. We found the section about what is important and what is not important helpful, and the six facets of understanding relevant to mastery. Overall, we agree that mastery can be varied so therefore the way in which we teach, grade, and judge students' mastery should be relevant to the topic.