Current assessment practices in my classroom, school, and district

Every school district implements its own style of assessments. Perhaps the most intriguing aspect of assessment practices within Irving ISD is its intertwining approach between our district and school administrators. Our federal and state governments are often described as interacting in the style of a marble-cake, and the same can be said about IISD as we coordinate our formative and summative assessments.

Halfway through each six weeks, our district administers online “TEKS Checks” to the four core classes. At the high school level, students participate in the formative assessments with their district-provided, take-home laptops and school-provided wi-fi. The results of the short quizzes do not affect the students’ averages in any way. However, at the end of the semester, the district provides the core classes’ final exams, and in this instance, the scores do count as the final exam grades that go on the report card. The district’s style of assessment is technologically modern but not as varied as the various styles within each school.

Teachers use the styles of assessments with which they are familiar, and in my classes (World Geography and Government) the methods are varied and differentiated. Project-based learning provides excellent opportunities for students to meet the TEKS and NETS objectives. These assignments include creating travelling brochures using Microsoft Publisher, short movies about specific social studies topics using Windows Movie Maker, and slide shows via PowerPoint. By the end of the year, students have built a portfolio of their computer-based assignments, which makes for easy grading and encourages the students to take pride in their classroom assignments.

Unfortunately, not all teachers are familiar with the technology provided to them by the district. After all, some teachers have taught the same subject for decades without using the Internet or any particular software, and they hesitant to make major changes in their curriculum. If these teachers incorporate portfolios, it would be in a spiral notebook or three-ring binder, which does not meet any technology standards. It is incumbent on me and my classmates to promote the use the 21st Century technology among our respective faculties and utilize the technological tools provided by the district because our students deserve the most modern education they can receive.