Assessment (Duke) Jorge A.

Ramos
09/20/2019

The main point that the author is trying to make throughout the chapter is that
assessment (a way of measuring the learned information that we’ve taught to the
students) should be linked and conceived at the moment of planning and setting up our
goals. He also mentions that sometimes as teachers, we assume that by giving a clear
and nice presentation of the material, the students will be ready to respond to the tests
successfully and that is not always the case since we need to make sure that we
constantly give opportunities to the students to explain the given material in their own
words so the information is properly processed. Something that I haven’t considered
before is the fact that what should be more important for students and teachers is to
focus on and learn the necessary skills to perform correctly instead of measuring how
well the piece was played. Also, the author mentions something that we’ve discussed in
class before and that is envisioning our students as accomplished learners since that will
define the way in which we build our instruction. He also argues that it should be more
important to present a smaller amount of material but with good quality than
presenting a large amount of material with poorly results.

If all individuals perceive and process information in a different way, how can we make
our students retain and process the information that we’re providing to them? I know
that one way of doing it should be assessing individually but sometimes there is not
enough time to do this during the class.