in considering how well the assessment works. My understanding of this goal, is that the evaluation should reflect the objectives that the teacher had when he was teaching. This goes hand in hand with the statement that assessment should reflect the way students learn. With a one on one reading session, students are reading in similar fashion to the way they would read to an adult at home. Most likely teachers do not take time to read to children individually so this method might not reflect the teaching styles of most teachers. It may work with teachers who engage the entire class in read aloud types of programs. Observations and anecdotal records may be the most natural style of evaluation since they do not interfere with the normal flow of class. Also portfolios would fit this goal since writing is something that students must do in everyday life, as well as in class. I feel that collecting a class examples of writing and documenting its progress would be the ideal method for making assessment naturally fit with the curriculum. The implications of these goals for teachers according to the standards, , are that many different forms of assessment should be used in the classroom. I feel that no one form of assessment can accurately fulfill each of the goals described by the IRA/NCTE. A variety of alternative assessments would be the best way to cover these areas. It seems as though I praised portfolios over the other forms of evaluation, but I do see a downfall in them. There is not the same opportunity to observe reading as there is with the other assessments. I do like portfolios and intend to use them in my class, but to make up for where they lack I will also use other alternative assessments. The standards also state that the teacher is the most important agent of assessment. I am not totally sure I agree with this statement. This statement seems like it is going away from a student-centered classroom. I feel that the student is ...
