reflections and application

Issue: assessing. How do I, as a future teacher assess my learners for depth of knowledge (versus just memorizing). How do I know I'm assessing objectively - it's much easier if it's a multiple choice test - but that doesn't assess for deep understanding. What factors do I take into consideration? Do I use different ruberics for different students? If a student with a disabilty has a different ruberic should a student whom is excelling thus have a higher ruberic?

I think pre-existing knowledge is something difficult to prepare for (can't add it to a curriculum - "Today I'm going to discover the misconceptions of my learners."). However, I think that being aware of its existence so that you can be on the "look out" for it is a great start. I think that if you, as a teacher, are using formative and ongoing assessments for both yourself and your learners any misconceptions will be revealed. If you assess for deep knowledge, the misconceptions will show. Well, some of them. I don't know where I'm going with this....

I like the idea of using inquiry-based learning as a guide to where students are at in knowledge and going from there. Also, immediately asking them to figure out what they know and don't by doing such things as these blogs/reflections.

In chapter one, it says that in a learner centered environment the teacher should give "just manageable difficulties". I think that's a great idea, but how do I actually do that in the classroom - I'd have to give everyone different projects or tasks.

I agree with one of the girls whom spoke in class that there is a middle ground that you can teach using these theories and still do good on standardized tests. If you are actually teaching for deep knowledge and the students are really learning I think that will also show on standardized texts.

I had one professor that on tests would give me a general topic and tell me to write "everything" I knew about it. I think that this is somewhat on the right path of "good assessment".

It seems like the easy way out is to have simple multiple choice tests or assessments where students just regurgitate and that don't really assess students knowledge.

Sorry, I have a headache and all I've written is a bunch of nonsense.