This is essential when you are thinking about evaluating students. When we are developing assessments we need to make sure that we do not always assess the same way. Assessing the same way may be easier however it does not give as many students an opportunity to show what they know to their fullest. We should always be thinking about how we are addressing multiple modalities of learning. This is especially important during assessment since many teachers get in a habit of only addressing one or two.
Tying into the how are you smart theme, I chose an article called; What is "good reading", anyway?. This article initially caught my eye because it was discussing what 1st graders think good reading is. This was of interest since my son is in preschool and his assignment is to get a book a day read to him. He is so excited about reading, he loves the stories however, I do not see him wanting to try to read them himself yet. The article fits into the secondary education side by preceding to discuss how the answer to that question changes from 1st grade to 12th grade. The older we get the importance of reading becomes clear. It is not just about being able to read sometime quickly and accurately; it is about understanding what you read. As adults we read to learn something and if what we read is interesting enough it makes us want to know/learn more. When we assess we need to be sure that we are not always looking for "how fast a student reads", but "how much they remember". This applies to everything we teach, we want to check for comprehension and the take away message verse simply looking for the vomit of knowledge.
Reeves, D. (2012). What is "good reading", anyway?. ASCD Express, 7(11), Retrieved from http://www.ascd.org/ascd-express/vol7/711-reeves.aspx
Good Job Mindy!
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