Assessment Topics: There were a variety of topics discussed within the readings. Routman states that "for true understanding of assessment, all stakeholders need to know the criteria in advance." I believe that this is definitely true. Otherwise, you are simply taking a test or assessment and not being given a reason. This is like the blind leading the blind. I think people work better if they are given a reason why. People may complete something if asked, but they generally will do a better job if explained why.

The author also stated, “Our goal for all learners is that in the course of our teaching them reading, writing, thinking, viewing, listening, problem solving, they will eventually ask their own questions, monitor their own understanding and take responsibility for moving their learning forward. This is certainly true in an ideal world. I am guessing that this may be true more so in the lower grades than they higher grades. I teach high school. There are a handful of students who want to know more and want to know why. There are generally the same students who ask questions after a test or project is handed back. I am more than happy to explain answers and/or show them on a paper or project how they could improve the next time, etc. I think you strive for ongoing self-evaluation in students and yourself. It is very important in school, work and life in general. If the students learn this, it will help them throughout life. Not everyone self-evaluates. Most people do not. This is one of the things about summer that I do like. I have a chance to go back to certain classes and work on them, make them better, different, more interesting, more useful.

The author is very fond of portfolios. If they are used well by both the student and teacher, they can be a wonderful tool. Again, I see this as more of a tool for younger kids, however, perhaps in a different way, it could be used for the older grades. For example, kids could keep a body of work, computer work for example, and create their own portfolio. They could comment on their work, why they did what they did, how they could improve on their work, whether they would like to change it next time, etc. This is similar in a sense to my going back and updating or re-looking at my work.

The author talks about rubrics. She states that "well-constructed rubrics are one way to help kids understand what is meant by quality and guide learners to assess and improve their work." I do agree with that statement to a certain degree. If the student is willing to look at the rubric, understand what the rubric is asking for and then take the time to truly evaluate what they did, then it is useful. So often, I see students getting a paper back with comments and with a rubric and all they want to do is go to the final grade. That is it. No reading, no reflection, nothing. Just give me the bottom line and move on. What I try to do if I give back a large group project, is sit with the group, don't show them any grades until the very end and we go over comment by comment. If they have questions, we address them right then and there. This way at least they listen. Whether or not they process long term or not, is debatable. However, at least this way I am trying to get the whole group involved and make sure that we at least talk about it. The author states, "a rubric does not improve the quality of student work or performance unless it aptly describes the qualities we are seeking, contains worthwhile descriptors, and is understood and balued by those who use it." This backs my prior point.

The common tools mentioned seem to make sense. If teachers are using the same criteria, developed by the teachers, the hope is that there will be less subjectiveness and more objectiveness.

The article about Ms. Rodriquez's class was very interesting. This case study confirmed Routman's feeling that taking joint accountability for assessment is most valuable and will produce the best results for all involved (student, teacher, parent). Her class successfully utilized the portfolio. It was able to show the students how they had progresses and it was something tangible that they could show to their parents. The students co-leading the conferences further ensured that the students bought into taking responsibility and accountability for their own assessments.