Chapters two, four, and six of Making Classroom Assessment Work all focus on creating authentic engaging assessments for our students. As teachers we need to make our assessments meaningful to ensure that our students are actually learning rather than just memorizing the information. Chapter two talks about the importance of creating a space where our students are able to take the risks needed to learn, because without the student stepping out of their comfort zone no meaningful learning takes place. Chapter four discusses the importance of understanding what success looks like for both the teacher and the students to ensure students have the best opportunity for success. Chapter six explains that “when students are involved in the classroom assessment process, they become more engaged in learning” (Davies 55) and thus more likely to retain the information. All three of these chapters focus on how teachers can best support their students through assessment, something that I personally think is an important aspect of teaching.
There are many connections that can be made between the chapters in Making Classroom Assessment Work and Sandra Gibbons and Bonnie Kankkonen’s article Assessment as Learning in Physical Education: Making Assessment Meaningful for Secondary School Students. All four readings focus on making assessment authentic for our students to increase engagement and overall learning. In the article Gibbons and Kankkonen emphasize the importance of making assignment criteria and expectations explicit “to help students become self-directed learners” this stood out to me because it’s something we have been discussing in our other classes and I plan to incorporate into my own teaching practice. By doing something as simple as explaining the outcome in student-friendly language to my students I can begin to uncover the hidden aspect of why they are learning what they are learning, and in turn, increase their engagement and learning.