This chapter discusses how to evaluate the evidence that the student produces. This chapter discusses the triangulation of evidence, and it’s importance when evaluating students. Therefore, we need to do more than just total the students grades; we need to look at all the evidence – observations, products, and conversations. I liked the example of how a judge in a court room needs to examine all the evidence before sentencing. The same goes for teachers; we need to look at all the evidence of learning before evaluating our students.
I liked how “Ms. D” let her students provide the evidence for each outcome that they wanted to be assessed on, then explain why they think they deserve a certain mark. I think that is good, because it shows just how much the students knows, and how well he/she thinks he/she did throughout the semester.
I think that it is important that we as teachers stay within the legal requirements of evaluating students, but we do it in a way that is meaningful for the students; whether that be self-assessment compared to teacher-assessment, providing evidence of learning, and allowing multiple ways of achieving each outcome.