Fair isn't Always Equal Chapter 3 Reflections

This chapter discussed differentiated assessment and each reviewer came away with a different point each of which was important to the chapter.
The goals for the unit should already be understand, in short we are to know the end before the beginning. The learning process to reach that end is most important and it must be differentiated to be truly successful.
Accurately measuring learning is also critical, and memorization seldom embeds that knowledge in long term memory. It is also important to understand that one test is in no way a true measure of a students capabilities.
The chapter elaborates upon 3 different types of assessment. Pre-assessment shows what the students know before the lesson starts. Formative shows how the student is doing in the ongoing lesson, and Summative reveals what the student has actually learned from the lesson.


Simply thinking about the assignment that we give and were given can often spark ideas. We all remember are favorite classes and least classes. Well, they probably were our favorites because the teacher probably did something mentioned in this chapter.
There might be some flaws in the method. It does seem as though a student might be able to work around the subject. Sometimes if things aren't straightforward enough people miss things. Also, it seems that this lesson format might run into problems when something needs to be covered quickly. And I know sometimes I just rather take a test than do a project. I mean I might know the material, but that doesn't mean I want to spend 6 hours on a project proving to you that I know it when a straightforward test might do.
Concerning busy work, nobody likes it. Filling out lines about people your never going to remember solves nothing. Practicing math skills, like a few problems each night to keep you on top of things, that's different. A little reading, especially of texts that are known to be particularly well written or conceptually important is great. But no worksheets.