I was looking through my Google Reader today and ran across another tweet from an athlete that has made the news. James Harrison apparently got himself into more trouble over a suspension when he “LOL’d” it over twitter. This seems to be a common theme in the news and its hard to go a week without hearing about something along these lines happening.
I’m not going to lie, before this semester, this was one of the main reasons why I used twitter. I thought twitter was something I could use to have a laugh every once in awhile and following guys like Conan, I’ve been able to.
From there my use of twitter evolved to serve as a method for acquiring news. I have found that if something happens it is on twitter, and if it is important it is usually a trending tweet. In this way twitter allowed me to have a laugh and also know what is going on.
Over the course of this semester I have found that I was not wrong in how I’ve used twitter before, a lot of people use twitter for just those reasons. What I have come to understand, however, is how twitter is probably one of the largest networks available to me. I was one of those people who said, “Oh, Twitter, that’s silly, I don’t care what you had for lunch.”, but now I understand how much I can learn on twitter.
Twitter has allowed me to connect to people on #edchat who have been teaching for decades. I can learn through them and what they share on twitter and their blogs. Twitter has also been a resource with other things I’ve wanted to learn or explore. This is what twitter has become for me. I still use it to have a laugh and keep up to date on current events but now I also use twitter to learn. Who would of thought?
I think that currently, the more I look at it, I’m in a unique situation. In my pre-internship year, I’m not quite a teacher but learning to look at situations from the perspective of one. At the same time I am still kind of in student mode and my learning curve is pretty steep right now (and if my profs are right it is only going to get steeper during my internship). This has resulted in an interesting process as I synthesize some of the things I am learning with things I have experienced as a student.
One thing that has really been on my mind lately has been the idea of assessment. There are three different factors that have brought this topic to my attention lately.
#1 My ECMP classmate Stacey wrote a post about her experience with assessment titled “Thoughts from an IB Mind”
#2 Stacey’s post caused me to become more aware of how assessment is probably the largest topic in #edchat.
#3 It’s the end of the semester and so assessment in some form is all everyone on campus is talking about.
In ECMP we were asked to take some time and assess ourselves and that this would be weighed heavily in our year end evaluation. This was not a method that was unheard of to me, in fact I’ve done this same thing numerous times in group projects from high school straight through university. Looking back however I don’t think I have ever assessed myself ‘well’. By this I mean that as I look at things more and more from a teacher’s perspective I don’t think I was assessing my skills, learning or development as much as I sought to find a number that justified the work I did in relation to others in the class. I wasn’t as much concerned with how I grew personally as much as I was concerned with where I fit in the hierarchy of grades in relation to the rest of the class. Is this inherent to assessment and grading? I know when I work hard and do good work (I usually do..really) and I know when I take shortcuts and don’t do my best but I have a hard time quantifying that with a number. I feel like with me it is either more of a thumbs up or a thumbs down kind of thing. Grades to me end up being a form of competition and I end up wanting to beat everyone else more than I want to see how I may have grown.
That is my perspective as a student. As a teacher it differs slightly because as a teacher assessment is going to be a substantial part of my job. As a teacher I think it becomes important to understand different forms of assessment, ways which give you the best picture of a student’s total learning. I’m finding this very interesting and true within my education program. In five classes I have had five different styles of assessment and none of them have been the classic sit down and write a two hour final typical of my biology degree. In my ECMP class our instructor actually did the final with us (it was a four minute, self-guided, visual presentation displaying what we learned).
I’m excited for next semester to see what I will learn in the assessment classes that I will be taking.
I’m thankful that education is showing me some alternative forms of assessment in contrast to some of the traditional ways I have experienced.
I’m interested to learn from others what some alternatives to grading and ranking students there may be. Are there any good ones?
Photo by: sitzmansitzman