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A Journey with Self-Assessment
            as a Compass
                        © 1995, 1998, 2001, 2106, A. Azzolino

Our Tests Direct Our Development

      Written works are concrete expressions of an author's thoughts. An author claims ownership of a written work saying, "This is what I think and feel. I stand by my work." This ownership in turn directs the author's future thoughts and development. A thought, weakly posed as a possibility yesterday, easily becomes the statement of today and the creed of tomorrow. As with a collection of an artist's work, a collection of an author's writings may well document its creator's developments and transition. The collection represents a sequence of snapshots of the thoughts of the author, a record of a progression through time.

      A teacher's tests represent no less a collection. Tests and written assignments are concrete representations of what an instructor communicates to students as being of greatest importance. Students count "as worthy of their energy ... only those tasks or activities that were reviewed and then recorded in the grade book" [Wilson, 1993].

      The goals we hold direct the tasks we set and the tests we write. Test are the concrete evidence of the process, a record of present thoughts, and a workspace for future thoughts. The verbs of the test are the operative component of the goals, tasks, and future direction. By the analysis of the verbs, the status and direction of future progress may be evaluated. Through a change in verbs, a change in status and direction is made.

      Part One of the Math Assessment Inventory pinpoints your present position. It records the verbs you use and through these reflects the goals you have for your students. It's completion began a self-assessment and possibly a course change toward specific goals. Through work on Part Two of the Math Assessment Inventory self-assessment continues. Through Part Two verbs are sorted according to Bloom's cognitive complexity categories: evaluation, synthesis, analysis, application, comprehension, and knowledge [Kibler, 1970].

      Yes, these are student behavioral objectives of the 1960s. These are also tasks this instructor considers important.

      You are ready for the next step of the journey.

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