Understanding the difference between assessment and evaluation after reading this chapter has changed my point of view on grading. Assessment is gathering information about a student and their understandings. Evaluation is more based around judging whether or not the students are learnt and how well they understand the information. I found after reading this chapter of how much assessment can help to teach students for progression. Using descriptive feedback and giving the students the opportunity to practice and repeat what they are learning in class has shown as described in the chapter improvement with their grades. Personally, in previous high school years I was an average grade student so when teachers wouldn’t give me descriptive feedback on what I can work on and how, I wouldn’t go out of my way to find what I did wrong. In most cases I would just accept the grade/evaluation and most likely continue to not care what I got wrong. However, if more of my teachers used descriptive feedback, for ex. if I got a 70% on three assignments in English and don’t know where I lost marks due to not having descriptive feedback, when it came to the exam I was most likely still going to lose those marks that I did before. Most of my teachers would tell me what I got wrong in assignments, but not explain how I can change it or for example, make the essay more literate.
“Metacognition” was a term used in this chapter that has to do with assessment. It means students who are able to self-assess are able to reflect on how they learn and are better at self-monitoring their own learning process. I think it is important that we as teachers are giving guidance to students who need that extra ‘push’ in the right direction of taking responsibility for their own learning. Making sure that students are understanding why and how they are receiving certain grades creates a mind set where they can change where they are going wrong.
Overall, one of the main quotes that I took from this first chapter was, “As teachers find more ways to involve students and increase the amount of descriptive feedback, while decreasing the evaluative feedback, they are discovering for themselves what Black and Wiliam (1998) found in their research– students are learning more.”