od of teaching language is right for every student. Teachers must uses their evaluations to see the strengths and weaknesses of each student and how his/her teaching methods and curriculum can fit the students. Therefore I feel that each of the four alternative evaluations discussed can yield these results. The IRA/NCTE Standards go on to say that assessment should be fair and equitable. As with any form of evaluation, there is room for bias. Unfortunately teachers can hold misconceptions of their students that may affect evaluations. For example, anecdotal records may be skewed to show the downfalls of a students reading simply because the student acts out in class. A teacher may be less likely to write down favorable things about Johnny when he beats up his classmates. Other assessments, like an observation with a checklist, or a Running Record would be more equitable in that context. Teachers would have a rubric of sorts to check the miscues of the student. One downfall of some of the alternative assessments is that the teacher may assume that the student knows what he or she is doing even though the student may not. An interview may be an example of this. With an oral evaluation it would be easier for a teacher to finish sentences, assume what a child knows, and make mistakes as to the miscues. A portfolio allows children to write and show the progress of their writing. Progress is something that can be measured individually and that may be something that might not be fair or equitable. If I see that the best writer in the class as made little improvement over the course of the year, but continues to write outstanding work, while the worst writer in the class makes significant progress throughout the year, will their grades during evaluations reflect improvement of caliber of work? It would not be equitable, but it would be fair to give them both good grades. Lastly the goals claim that the consequences of an assessment are the most...
