Week 3: Hallmark #1/Inventories

We’re taking a bit of a detour this week, and looking more closely at hallmark #1. Keeping this hallmark in mind, take a look at Fulfilling the Promise, pp. 100‐103; How might you use the information this would produce, in differentiating? What would you, personally, want to add to or remove from this inventory? Explain.
Hallmark #1 states that assessment and instruction are inseparably connected. I will continually need to assess student knowledge, understanding, and skill in both formal and informal ways. This way, I can make necessary adjustments to my instructional plan to fit the needs of my students. I would use the inventory tools from the book to find out information about my students, information that I couldn't get by the usual assessments of content knowledge. I want to really get to know my students, and this way, they could fill out a questionnaire and let me know how they feel about learning. I could also meet with the students one-on-one to give this more of a personal feel to it. I would administer one of these at the beginning of the school year, as well as one at the end. I think it would be fabulous to see students who have grown to love learning over the school year. The only thing that I would add to this would be an area for miscellaneous questions, such as what they like to do for fun, or what their favorite food is. That way, the students can enjoy filling it out more, and I can learn more about them on a personal level as well.
Also “read” (review/skim, etc.) the “File of Inventories/ Pre‐Assessments”posted on Blackboard in the “Inventories” folder, inside of the “Differentiation” folder. Be sure to scroll through the entire document, and notice the variety of types of inventories there are. If you are interested, the "Index to Inventories" document is just that -- an index that gives you information and advice about when or how to use different inventories. What are some relationships you see between this variety of inventory types, and what we are beginning to learn about differentiating content, or process, or product for readiness, or learning profile, or interest?
After reviewing the inventories on blackboard, I have gained a new meaning for what an assessment is. I always thought an assessment meant giving students a test or activity after a lesson and then grading them on it. However, an assessment now means to me that it's just a way for students to tell you what they know, whether it's about themselves, how they feel, or what they know about content material. I especially like that the inventories have pictures on them. I feel that when a student sees pictures on their "test", they will feel much more at ease. I especially like the one entitled "Thinking About My Reading" because it allows the students to almost assess themselves, while at the same time expressing to the teacher how he or she feels about reading. I am beginning to see that, through differentiation, I need to have an open mind as a teacher. I can't be so closed-minded to only think that assessments are tests given at the end of units. Assessments can be fun and personable, as shown by all these inventory samples. I love that there is even MATH inventories! This would allow students to assess how well they understand math, and I can see if they understand how they are understanding it, if that makes sense. Really, I am at a loss for words; I am so grateful that I have been shown these inventories. I will DEFINITELY use them in my classroom! (...saving them to the computer right NOW!)