This chapter focused on the things not to do when incorporating differentiation into grading. I found this chapter really helpful, because it is confusing on how to combine differentiation with assessing students.
One concept that I really took away from this chapter was confabulation. I can recall countless times when this has appeared in my life, through my own ignorance and through talking to people with a clear lack of understanding. It’s funny to me that even though I’ve been confronted with this again and again, I still didn’t fully understand it. In some ways I believe that this happened from signals in our brain being crossed, or maybe subconsciously we were being bothered by something, or maybe we simply couldn’t recall things because of outside factors. I didn’t fully grasp that this occurs from not fully understanding something, and this makes a huge difference when dealing with secondary education level students. These students are ones who are low on self-esteem and high in pride, so it is only natural that they are going to project that they’re an expert on things that they aren’t. Obviously, when looking at this from a teacher’s perspective, it becomes clear that “two of the greatest allies in the battle against confabulation are frequent assessment and revision of instruction” (117). If students are filling in missing critical details with their own inventions then assessment should reflect this. If a teacher uses frequent assessment they can more easily avoid it and then they can work on revising how to teach the missing information. I really thought that this was a helpful thing to think about when assessing students.
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