Chapter Four Case Study Scenarios
Edgar Martinez
Ashford University
Interdisciplinary Capstone
Benjamin Hegedish
June 24, 2013

One of the many gifts a teacher must possess in order to be successful in the classroom, is the inherent ability to be able to make quick assessments and provide guidance based on individual students’ performance traits. Again, like I have stated before, one must be able to accept daily challenges and face them with a smile. Chapter four of our book, “The final step: A capstone in Education” teaches us the importance of assessment in our classrooms and makes us question exactly what do know about assessments? We are exposed to theories behind assessing that vary from feedback to monitoring and a teacher’s required ability to be able to record, observe analyze and respond to their student’s responses in the attempt to improve student learning. The importance of descriptive feedback is once again enforced by its innate effect on student learning. Taking a look at Andre’s social studies class and how his minor dilemma is trying to figure out what to do with the last 10 minutes of his class’ time. At the end of the unit, his students face a 50 question test that will assess their knowledge of his student’s textbook reading of the French Revolution. One activity that Andre can incorporate into his last ten minutes of class is to engage the students in a question-answer comprehension round. Without giving the students a clear heads up that the questions posed are closely related to the 50 questions the students are facing, he can formulate questions that are based on their daily reading assignment.
He can divide the classroom into groups based on rows (i.e. row 1 = team one, row 2 team two etc) and use a round-robin style of questioning whereas he answers a question, the students get together and when called upon, each team must