The fifth chapter of Integrating Differentiated Instruction + Understanding by Design, by Carol Ann Tomlinson and Jay McTighe, focused on assessments; also, the various forms of knowledge that one must understand to properly assess. Many different knowledges exist and should be known by teachers, some of these include: declarative knowledge (any pre-existing understanding), procedural knowledge (how the knowledge is/should be applied), and disposition (feelings or connections to the content). All of the aforementioned knowledges can impact the classrooms interest and success. In addition, much like Rick Wormelli, the author of Fair Isn’t Always Equal, this text emphasizes that assessments are only useful if the teacher uses them to better the classes understanding. A good teacher will work with the students, based on their assessments, to develop differentiated instruction that will improve the class.
As a teacher, I know that I will apply the above information willfully and happily. I agree completely that assessments are only helpful when used by the instructor to better the class. Too often I have had teachers that assume that class-wide failure is result of terrible students, but in general I think that class-wide failure is a better reflection of lackluster instruction. Using assessments as a tool to assess growth is smart and I will definitely implement it (as for [heavily] graded assessments I am still in the air). For example, by using pre-assessments the teacher can develop a greater understanding of the level of pre-existing knowledge that will impact the pace of a lesson. Additionally, by implementing formative assessments a greater idea of what lessons were successful, and which were not, can be attained.
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