Chapter 3 FIAE

Chapter 3 in Fair Isn’t Always Equal focuses on assessment formats and differentiated assessments. As a teacher it is important to understand that not all students will be able to succeed with what is first given to them. It is up to the teacher to change and adapt the learning to fit all students, this includes the assessment format. I liked the idea of having students know what is on the exam before the unit begins. This can ease some of the stress that students feel. One downfall of this is that some students who are in a class solely to graduate will use this information as a hint as to what they can forget and remember. Students may study to the test and not study for knowledge and growth. I think that an adjustment I would make to this would be to give an outline of the unit and have important topics that might be on the test underlined. That way students understand that a topic is on an assessment but they do not know which part or what questions will be asked. This can prompt students to study more in depth into a subject than they would have if I just gave them an outline of the test.

I think that along with tests  the author is correct in saying that we, as teachers, should use other methods of assessment in order to address learning styles. In science I would use labs as a type of assessment because students would be applying knowledge that they got from class onto a physical project. There could also be reports done or papers written to show proficiency and mastery in a topic.