Chapter 5

I learned a couple of extremely important terms and ideas in this chapter. This chapter introduced three different types of knowledge and gave the definition for each one. The three types of knowledge are declarative, procedural, and dispositions. The three types of knowledge were listed as the three types of educational goals. I also learned about the three different types of assessment. The chapter gave the definition and examples for each one. The three different types of assessment are summative, diagnostic, and formative. I learned about the concept of GRASPS and what each letter stands for. Some of the big ideas that I got from the chapter talked about evidence. Three of the important messages that I got out of this chapter are: 1) reliable assessment demands multiple sources of evidence, 2) a variety of classroom assessments may be used to gather evidence of mastery, and most importantly 3) a single test at the end of instruction is less likely to provide a complete picture of a student’s learning than a collection of diverse sources of evidence is. I also learned about the important of feedback. The book says that feedback should be timely, specific, understandable, and should allow for adjustment. All of these concepts impacted me and they will all impact the way that I teach. Instead of giving a test at the end of a unit, I know now that it is best to give diagnostic assessments before I begin the unit, formative assessments during the unit, and then to give a summative assessment at the end of the unit.