Assessments and Directing Instruction

    The 8th chapter consisted of Tovani's ideas about what drives instruction and how to develop and focus assessments.  Tovani like myself is a firm believer in all forms of assessments (not just formal written).  Tovani also explains that it is important to inform your students that when they are not receiving formal written tests does not mean that they are not being assessed nor that you do not value assessments.
     Tovani then explains the many strategies and tools that work best for her in assessing her students by the end of a course.
 The first is setting goals, this involves goal setting as individuals and class wholes.  Tovani tracks the progress of each using charts.  At the end of a term she meets with the student and grades them on their efforts to achieve their goal.
 The second is Conversation Calendars, which was my favorite tool she shares in this chapter.  The conversation Calendars provide a way for the teacher to touch base with each individual student everyday.  The Calendar has two boxes for everyday, one for the teacher and one for the student.  The student is to use their box to say anything or ask anything they like and also to grade themselves on participation for that day.  The teacher in turn responds to what the student has written and also assigns them a grade.  This tool helps the teacher to get to know the students and their interests while creating a mutual bond.  I would really like to use this tool in the future.
 The third is reading logs.  For Tovani as an English teacher reading logs not only help for her to assess and monitor her students thinking but also to get to know her students.  While the conversation calendars involve more personal aspects of the students lives, reading logs can help teachers to learn what type of reader and learner a student is.
 The fourth measurement involves making a file folder for each individual student that includes demonstrations of the work they have done well.  This can act as an assessment by acting as a monitor of progress.
 The fifth measurement tool is called mini conferences.  Tovani feels that by having mini conferences she can track the students work while clearing up any difficulty he or she may be having.  This also helps the teacher to avoid assumptions about the learner and his or her progress/work.
  
   I enjoyed reading abut Tovanis different ideas of assessments, and directing instruction.  I think I will use many of these ideas in my classroom such as the conversation calendar, mini conferences and more.  I do feel though that many of these concepts will make it more difficult to not teach to the tests.  Where does the line draw?