Fair Isn't Always Equal, Chapter 3

Summary
Chapter Three describes what we as educators should keep in mind when reviewing our differentiated classrooms when not just assessing, but readying the class for them. It hives us an acronym to keep in mind when looking at the "big picture." KUD, Knowledge, Understanding and Ability to Do. Be sure the students know what they learned, they understand what they know and they can show what they understand. Because, isn't that the idea of assessments? The chapter also takes the time to point out that there is no point to a differentiated classroom if the teacher is unwilling to accept what the assessments show him. They also make a point of staying away from static assessment, and be more dynamic in their approach. Otherwise, students will not be able to show their understanding effectively.

Reflections
In our separate reflections, each of us considered something different. I focused on the idea of KUD and how it can help place assessments in perspective for the teacher. Luke focused on not only properly assessing our students, but in also ensuring their understanding for the information we are assessing them on. Meghan enjoyed the idea of pre-assessments, which in our discussions all of us agreed with. To have an idea of where one's students are helps a great deal when developing one's expectations for them. And finally, Heather. She believes in not making assessments a secret only the teacher knows everything about until it's in front of the students. That students should have a "heads up" as far as how they are being assessed. That way, they can be readily prepared for it.