Reading Response - Chapter 1

Summary:
As the title says, the chapter is about making classroom assessment work.  Davies discusses the various ways in which classroom assesment can work and hashes out the differences of assessment for learning and assessment of learning.

Response:
To start off, I would really like to draw attention to the parachute analogy, as it put my thoughts into perspective.  If we view at students who are struggling and look at their progress rather than the overall skill level, we really get a sense of who is learning.  When we were asked which person we would like to be packing our parachute, of course we would choose number three, as their skill level at the end of the class was satisfactory, even though they started poorly and struggled to get there.

I found the "three general parts to classroom assessment" to be not only interesting, but also helpful.  They're three very basic ways to begin assessment -- starting with a review of the curriculum, followed by bringing students into the world of their assessment, and finally the evaluation.  It all seems to be very student-centered, which is exactly where it should be.  Students need to be not only the basis of the assessment, but also be involved in the process of it.

Boots questions:
1.) It's confirmed the knowledge that assessment should be worked through with students.  If they're part of the assessment, it's incredibly beneficial.

I've learned the three general parts to classroom assessment

2.) I'd like to know when the line of "too much self assessment" is reached.