Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i2R1ERm01773; Fri, 26 Mar 2004 20:14:27 -0500 (EST) Date: Fri, 26 Mar 2004 20:14:27 -0500 (EST) Message-Id: <F9bxpqyDp6fwqMfiim80000658e@hotmail.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: "Eileen Eckert" <eileeneckert@hotmail.com> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:442] time and responsibility for assessment and record-keeping X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 2588 Lines: 56 Nick, I'm not sure what new teacher behavior, paperwork, and record-keeping you're referring to, but teacher time is always a big issue. If you mean that assessment or documentation of things like attendance improvements and students calling in when they can't be there, Don said that in his program they're already doing that, so I didn't see including students as a big additional chore. Adding assessments could be a big time and energy drain for the teacher, but it doesn't have to be. If students know the assessment criteria and learn in class how to do a self-evaluation, they can keep a binder/folder with their records and self-evaluations. You could allow time for them to update those records during class, and use that time to meet with individuals and give feedback on progress and next steps while the rest are working on their own. Just my opinion, but I believe that time spent on non-content assessment and student self-evaluation is not a diversion from the main event of teaching; it's an important part of it. If students master content but never become aware and choose their learning strategies, attitudes, and work habits, then they may be (and remain) dependent on a teacher or other "authority" to be the arbiter of their success instead of making informed choices for themselves. I've been working with teachers to develop rubrics and student self-evaluation forms that meet their needs; these teachers typically spend about 25 hours per week in the classroom (treated like teaching machines, but that another issue) so anything they use has to be really teacher-friendly. I'd be happy to send samples on to you. Eileen From: "Nixon S. Griffis" <ngriffis@bellsouth.net> Reply-To: nifl-assessment@nifl.gov To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:441] RE: Feedback about new, better, teacher behavior and its' connected strategy Date: Fri, 26 Mar 2004 17:03:08 -0500 (EST) Feedback: More paperwork and more record keeping pushed into the teacher's already too small window. This must always be kept in mind when thinking of new stratagem for positive changes that the teaCHER WILL BE RESPONSIBLE FOR. What does this new advised behavior replace or make more time/effort saving? Nick Griffis Adult Education Inlet Grove H.S. Riviera Beach, Florida 33480 561-882-9967 _________________________________________________________________ Get reliable access on MSN 9 Dial-up. 3 months for the price of 1! (Limited-time offer) http://click.atdmt.com/AVE/go/onm00200361ave/direct/01/
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