Chapter 4 focused on what they call "three important types of assessment", which includes: portfolios, rubrics, and student self-assessment. On page 43 the text explains: "With portfolios, teachers can collect and examine work over time. Because of portfolios' longitudinal nature and the big picture they provide of students' development, teachers don't have to make as many inferences about students' mastery based on single samplings. As a result, interpretations of students' mastery are more valid, and subsequent decisions we make are more effective." But teachers aren't the only ones who find portfolios useful to reflect on student progress, it helps students to get a clearer picture as well.
Students will also have a better idea of their progress and work if you have student self-assessments. An often used technique is to have students fill out a self-assessment right before passing in a project, and then having the teacher grade alongside it. Sometimes seeing what a student truly feels about his work can help you see if they feel like they're trying (or not). If I feel there's a consistent problem with students performances, I will implement this assessment to get a better understanding of the students feelings toward their work.
The final type of assessment discussed is the "rubric", which is basically a guideline of what you are looking for in a project. On page 45, it says that "teachers need to examine their rubrics in terms of: content, clarity, practicality, and technical quality/fairness." Sometimes teachers will give a clear picture of what would earn a student the highest grade possible, but then are a little more vague for the lower scores explanations. The reason for this is if they see the higher goal and nothing else; they are focused on the best, and won't strive for mediocrity, as they might if lower expectations were outlined.
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