Topic 3 Activity 4: Tools to Support Inquiry

Reflection: Composition/Posting

I've felt like Ms. League. I go to conferences and get all excited over new ideas. I return to my classroom. My students didn't go to the same conference. These new assessment ideas seem great but, what do I do in my classroom?"		Do you find your own practice portrayed in Wilson's article? Ms. League wanted to implement new assessment, extending the idea of 'doing' mathematics, but was somehow blind sided by her own vision of assessment and by student expectations. What successes have you had in this area? Can you share them? What assistance does the content module you've been working with provide to support richer assessment in your classroom? Authentic assessment must involve students as owners of their own knowledge products. How do you get students to value and 'buy in' to this vision?
How much time should this take?		TWO HOURS ONE hour to reflect and post. ONE hour to comment on postings and reflections of others.

ASSIGNMENTS:	REFLECTION/COMPOSITION
Please post four responses to the Topic 3 Assessment thread. Remember to attach any examples of student work from your use of the module to date. Participants will have a limited time to read, so attaching a small segment of student portfolios would be most appropriate. Previous readings in Tales from the Electronic Frontier, like Greg Lockett's "Penumbra" or Linda Maston's "Something is in the Air" deal with assessment with long-term inquiry projects. Does what they did in their classroom transfer to your situation? How can technology help? Post your comments in the DOMINO discussion area in the Topic 3 Assessment thread. You should read the comments of others and make four of your own. Try to deepen discussion threads. Consider counterpoint reflections.
Go to the DOMINO discussion area.

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