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A Journey with Self-Assessment
            as a Compass
                        © 1995, 1998, 2001, 2016, A. Azzolino

CONTINUE TO ASSESS YOUR POSITION AND DESTINATION SO YOUR DIRECTION MAY BE MODIFIED.


      Once a direction is determined, the instructor's choice of verbs directs student activity and sends a loud message to students about what skills are important.

      The challenge is to determine the most appropriate direction and choice of verbs.

      IF YOU ARE UNDECIDED ABOUT WHICH DIRECTION TO TAKE, MOVE IN THE DIRECTIONS WHICH ARE DESIRABLE. Choose verbs which "head you in the 'right' direction." Keep them visible when you write a test or assignment as a reminder of where you've been and where you're going.

      Continue to assess your position and destination so your direction may be modified.


Azzolino, Agnes, "Writing as a Tool for Teaching Mathematics: The Silent Revolution," Teaching & Learning Mathematics in the 1990s, 1990, NCTM, Reston, VA., p. 99-100.

Azzolino, Agnes, "Assessment Inventory," 1992, inservice handout.

Azzolino, Agnes, "Graphing with Manipulatives," 1992, ICME-7, Quebec, Canada.

Kibler, Robert J., Baker, Larry L., Miles, David T., Behavioral Objectives and Instruction, 1970 by Allyn and Bacon, Boston, p. 180-184.

Wilson, Linda Dager, "What Gets Graded Is What Gets Valued," NCRMSE Research Review, Volume 2, Number 3, Fall 1993, NCRMSE, Madison, Wisconsin, pp. 4 - 8.



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