There used to be countless times for me where I did not comprehend or take in any of the information that I read from a text. For me it was all about the race, to not be the last one with my nose stuck in the book. I didn't want to be seen as a slow reader, I wanted to look smart. Well, if I was properly assessed I would not have looked smart at all.
Tovani (the author) has recognized the need for multiple opportunities for students to demonstrate thinking and understanding of a given text/material. There are different learning types and we need to come to amends with each of them to have a fair classroom where students can flourish.
An amazing quote in this text that is asked by a student is: "You know. Tests. You give us something to write about and we try to figure out what you want" (pg 102) This was asked when Tovani asked the student to specify on their term of an assessment. The part in this quote that sticks out to me the most is the part where the student says you give us something to write about and we try to figure out what you want. This is why I do not stand by multiple choice tests. On multiple choice tests I find myself asking what is the teacher trying to say here and from there, you are trying to evaluate what the teacher wants instead of what you take away from a certain text or the connection you received. This is why I am such a strong advocate for tests that require short answers and essays. Everyone processes a text differently and therefore interprets everything different so to try and merge all of the students into your translation of a certain text is not the most efficient way to assess the students.
Tovani has illustrated multiple ways to assess students over a school year. One way is by assessing in context, strategy by strategy. "If teachers want students to comprehend and actually use content from their classrooms, they need to show them how to be better thinkers about that content. A science teacher who wants to help students read, write, and think like a scientist has to have insight into the students' thinking processes, not just what they know about mitosis" -Tovani (pg 104). Modeling has appeared to be a large piece of the foundation to teaching students how to become better thinkers. Since students may be skeptical of this new concept of the students asking the questions, modeling can be seen as a huge attribute to calming the students and showing them exactly what you are expecting.
Ways to assess students' thinking can be challenging so here is an example to help:
1) Activation of Background Knowledge: can students use their background information to make connections to the new text.
2) Student questioning the text: Students should be questioning the validity/ reliability of a given text, ask in-depth questions.
3) Drawing conclusions and making inferences: can a student link background connections to the text to help draw logical conclusions or explanations to an event.
4) Monitoring comprehension and using fix-up strategies: can students recognize signals that indicate that they are confused, do students know how to become unstuck?
5) Determining importance in text: do students know the reasons for reading.
This is a way to assess students to see if the are improving overtime to see if they can move to the next step.
Tovani's statement of knowing the students' thinking process as a scientist over what they know about a topic aligns with Gee's identity kit. And if students are only concerned with what the teacher wants they cannot be thinking like a scientist so becoming part of that discourse will not be possible.
ReplyDeleteI like the ways to assess students' thinking. It is what we already do we just need to step it up a notch to help with planning and scaffolding. Number 4 would take alot of modeling in my opinion.
Exactly Professor Pence once talked about when students in a classroom are asked to become a particular identity then the students become more enthused and go about the task in a more positive manner.
DeleteExactly I have had plenty of teachers that are so close minded when it comes to decoding/translating a text. They really close students off to thinking aesthetically and forcing the kids to be dependent on the teacher and what they think the answer is instead of the students coming up with their own questions and making their own connections.
YES that one would take a lot of modeling and is probably something that would need time to sink in and to become second nature. But I think by them thinking that way on how am I going to get unstuck, will allow for it to develop.
I really like the ways the books suggests we can assess the kids. I was thinking about number five, what if we tell the kids the purpose of the text? Or do we allow the students to draw their own conclusions and understands of the texts based on the students Discourse?
ReplyDeleteFrom what I understand, I think you meant purpose of the text as the 'essay question'. The so what? factor that the teacher wants the students to take away from the text.
DeleteShe had few instances when her students had to read particular texts for another class and yet they were not told what purpose of the text they were supposed to keep in mind. So she would suggest a few in hopes to keep the students interested in their text and to help them walk away with a good understanding of the text.