You pushed my assessment button (a favorite), so allow me to wade in. I
coordinate a program here at Chelsea School that uses several assessment
styles. Simple reflections (what worked for you, what didn't) can offer up
some specific problems and successes, but not a dialogue. What we call
"roundtable" which can be a very formal assessment or evaluation. A team
which includes the student, someone knowledgeable about the subject area
being discussed, the principal, teacher, coordinator, and as many peers of
the student as desired by presenting student. The more formal approach is
set up for the student to present without any comment from the team,
clarifying questions from the team, response from the student, feedback from
the team without comment from the student, ending with a student lead
discussion exploring critique and possible ways the project could be
improved based on the project experience. A less formal style is a
discussion including all of the elements described above, led by a
pre-selected facillitator. Project documentation is reviewed prior to the
roundtables including any written assessments from the student and/or team.
Depending upon the outcome, a student could be directed to continue working
or accept the project as completed. The team can include parents, or other
community representatives. This has the advantage of garnering support for
experimental programs by inclusion. Placing the project or program in the
center of discussion/assessment, as different from the student, would look
a bit different, but you could have participating students volunteer to
present (I prefer that to the teacher presenting, but it could work either
way). We also substitute polls and surveys for assessment (student generated).
At 12:12 PM 1/27/98 EST, you wrote:
>In a message dated 98-01-14 15:00:39 EST, you write:
><< At Bank Street I used to watch teachers conduct group interviews with
> after a new teaching unit was over. They would ask students to critique the
> unit, using questions a lot like Laura's. Students invariably had really
> perspectives on the unit, pointing out things about the sequence of
> the resources used, etc., that the teachers and I had missed. Almost always,
> their comments immediately suggested improvements. I really recommend trying
> this out next time you end a somewhat 'experimental' unit. Your kids are a
> GREAT source of data!
>Bill, you are so right about kids providing great feedback. I think teachers
>do too and we need to incorporate some of the same type questions in our
>inservice presentations so that we can find out where we might not be reaching
>teachers or addressing their concerns etc. I will be making a presentation
>this weekend and Joy and I together will be presenting next weekend on
>American Memory and hope to get some good feedback to pass along to everyone.
>I will keep you posted.