Ten and Eleven

Chapter Ten: How do Teachers and Schools Assess and Report Student Achievement?

When the topic of assessment comes up in everyday conversation, most quick are to assume that the only way to measure student achievement as well as student performance is by administering tests and quizzes in the classroom. As a teacher, how should you measure student progress? In the school setting, there are two basic approaches in measuring student progress. There is the norm-referenced approach, often called "grading on the curve." With this approach, each student's achievement is compared to every other student's achievement in the class. In contrast, there's the criterion-referenced approach, where each student's performance is compared to his or her performance on the school's standards.

For a teacher, the implementation of assessment in classroom curriculum is essential. There are several types of assessments that teachers can implement in the classroom. There are paper-pencil closed tasks (multiple choice, true-false items), paper-pencil open tasks (essays), informal assessments, performance-based assessment tasks (group projects, labs), and self-assessment or reflection. Teacher assessment is crucial as well. As teachers, we want to make sure that what we teach and how we teach is effective in the classroom setting.

INTASC Standard 3 and 8


Chapter Eleven: What will Influence Curriculum in the Twenty-First Century?

There are several factors that will contribute to the changes we see in the modern classroom. Of course, educational reform is here to stay. The most recent example would be the No Child Left Behind Act of 2001, which aims to close the gaps between Proficient English language speakers and non-English speakers, and improving standardized test scores on reading, writing, and mathematics. These subjects will continue to be the more concentrated subjects in school curriculum.

In the U.S., standardized testing is more likely to continue as a means to assess student achievement. In Guam, many feel that standardized tests DO NOT accurately measure student knowledge and student performance since our curriculum and standards are different from those of U.S. states. With a lack of funding and shortages in educational materials and resources, it is impossible for Guam to measure up to the standards set by other states. That is where accountability comes into play. Since the NCLB Act of 2001, school and teacher accountability is all the rage. In a way, it does make sense to hold teachers and schools responsible for their child's education, but support from the parents and the community can further the enhancement of a child's educational career.

INTASC Standard 3 and 4