The Recycled Teacher

       I am required to give many teacher centered types of assessment.  Each quarter  students take a benchmark test at Discovery Education (the 2nd quarter is replaced by the Wisconsin Knowledge and Concepts Examination).   Each semester I verify their reading levels using the Scholastic Reading Inventory.  I have access to the district's data warehouse and the school improvement plan, both of which are web based.   I do use these resources to identify students who are not proficient in reading and do  give them individual help.
        The students "tolerate" these tests and do ask if they are proficient.   Without their investment in these tests, they would not try and guess at the answers.  They know if they don't test proficient they will be singled out for extra help at study hall and many try harder because they know this.  I am not sure this is the best practice, but the district is under the gun because of the No Child Left Behind law, and my reputation as a teacher and our reputation as a school is based on this data.
         Left to my own devices, I would choose the learner centered approach and be more like a coach.  I would document growth and not worry about being at a certain level at each grade level.   Any child development specialist will tell you that students develop a different rates and reading is no exception. Kids at a certain grade levels are not the same height and brain development occurs at different rates too.
       I like rubrics because they act as goals, and students can refer to them as they create their product.  When they finish they can assess themselves before turning their work in for teacher assessment.
       Mistakes are learning experiences and dignified correction of mistakes assists children (and adults)
to grow and develop. I learn a lot about students when I work with them to correct their mistakes.