The opening vignette of Ch. 4 Inquiry and Assessment, describes an elementary teacher who utilizes portfolios and interviewing in her classroom as a tool of assessment. According to Mrs. Christine Peters, this way of assessment helps both teachers and students. "Portfolio assessment teaches students how to learn and teaches teachers how to slow down, get to know each student and his or her strengths and needs, and develop a curriculum that appeals to each student's multiple talents." (Pg. 60)
I find this form of assessment extremely powerful in today's classroom, especially considering how society is changing to into a global marketplace that requires inquiry skills in all forms of work. Using assessments, such as portfolios, provides a track and allows for a more accurate and personal form of grading for each student. In the future, I would greatly consider using science portfolios and the use of interviewing in my classroom as alternative assessments to the standardized tests most utilized today.
Through the use of alternative assessments, one can work with the Backward Design model that begins with a learning objective and assessment in mind. Teachers using this design establish a specific meaning for an activity. The reason I believe in this part of the Backward Design is because a teacher can utilize inquiry, cover a topic completely, allow students to individualize activities based on personal interest, and create a deep understanding for themselves. With authentic assessment, the inquiry that students have used in the Backward Design model shows clearly what they have learned and creates open communication for their learning.
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