Prior to conducting the Curriculum Based Measurement test on my tutee, I asked her how she felt she did in school and did some prior activities to see where I felt I needed to test her at. The student knew that she had trouble in mathematics and when I did some activities with her to assess her level, she seemed to still have trouble with division, some subtraction, and some multiplication. That being said, she excelled at addition, most multiplication, and was a verily quick worker. Due to her what I had perceived her level to be, I tested her with the 3rd grade CBM test rather than the 4th grade. My tutee’s median of digits correct was 41 and her median of problems correct was 23. She got 100% of the addition correct, but lacked in division, subtraction, and multiplication. During normal circumstances, most people would boost my student’s testing to the 4th grade level and I do believe that she is smart enough to complete a 4th grade …show more content…
Due to the fact that Hailey was performing below the fourth grade level, I assessed her with the third grade tests in an attempt to get her up to mastery of the prior grade. Also due to her ADHD, I made sure to put her into the closed room in the EdLab so she could have less distractions. I gave my tutee six minutes to complete each assessment and I gave her three minute breaks in between the assessments. During these breaks, I also took the time to grade the assessments. My tutee showed test anxiety for the timed assessments. She would focus more on getting all the problems completed rather than how well she did on the problems. I noticed that when I had her take the exams and I did something, whether it be doodling or messing on my phone, it would distract her because she was curious as to what I was doing. I had to make sure I was not doing anything while she was working. Her performance improved significantly as I worked with
Sometimes raters have a hard time separating grading individuals from assessing how well the program’s curriculum prepares learners. To help faculty at NCPS view the QIPER as a tool for program evaluation, we pointed out patterns in CRs scores. Once faculty started to see patterns in scores themselves, the conversations moved away individual performance on the QIPER and back evaluating how well the curriculum prepares CRs to lead a QI/PS project.
The topic of assessment alone raises many debated discussions, among teachers, and to add Special Education students into the polemical dialogue intensifies the debate. As a result, there are several alternative methods in assessing Special Education students within the learning environment. Professionals have created specifically designated techniques in helping these and all students achieve academic success.
The biggest problem was that Braelynn was kind of all over the place. She did pretty well for the first 10-15 minutes, but then she lost all of her focus. At this point, we took a short break to relax and regroup. We then resumed testing. This seemed to help a little bit, but I could tell that she was tired and was demonstrating less and less effort as the questions went on. I feel that her lack of focus may have had a small negative impact on her scores
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
I coached and gave curriculum-base assessments and observation assessments throughout the activities, because each activity was at a higher level and I had to make sure they were ready for the next activity, considering time limit. Example of activity 1, I wanted to give the students an activity that consisted of new learning so I could assess problem-solving by using scheme, adaptation assimilation, accommodation, and equilibration skill. The activity consists of reading a pie diagram, fraction of a whole and relating it to real live situation (paying monthly bills). They responded to three questions that related to the whole pie. I put a whole pie on the board and labeled it $100. I then put two-half of a pie on the board and labeled them $50. Then I put four equal pieces on the board and labeled them $25. I explained $100 is a whole. Counted the two pieces of pie and explained two $50 add up to $100. I then told the students we are going to pretend the pie and pieces of pie is money and you are going to pay bills with it. I drew pictures on index cards. A house was labeled $100 etc., groceries labeled $50 etc., light bulb for light bill labeled $25 etc. and gas bill labeled $25 etc. There were many bills to choose from and the bills mention is the example student chose. Students took turns paying bills to spend a $100. They could not go spend below or above a $100. If
Posner (2004, p. 36) discusses the importance of understanding the situational factors that lead to the development of a particular curriculum. This curriculum has been created as a response to the problem of technology skills and resources being typically isolated as a separate curriculum, rather than being integrated into the broader curricular areas. This leads to curricula that are often devoid of 21st century skills needed by students to ensure future success (Partnership for 21st Century Skills, 2004). The goal of the curriculum, therefore, is to focus on specific technology skills that can be readily integrated into other curricular areas without sacrificing critical objectives within those curricula and, in fact, enhancing the relevance and levels of engagement in those areas.
When it comes to implementing a curriculum everyone has an opinion. Whether it is the organization of the curriculum or the evaluation of the curriculum, everyone from administers, teachers, and parents will have their opinions on the new curriculum. The curriculum development group has many difficult decisions to make. They have to decide when and how to implement, who will be in charge, what data will be collected, and how will the curriculum be evaluated.
As an educator, it is important to understand and demonstrate the use of developing a successful curriculum. The goal of designing instruction is to improve human performance and show competency of the subject matter through the instruction. . The most common system and adapted design model is the ADDIE which is an acronym for analysis, design, develop, implement and evaluate. By successfully using this design model, and educator can ensure the best results for his or her students and remain confident in knowing that the education being taught is relevant and meaningful to the scholastic background of his or her students. The following text will describe the ADDIE system, beginning with analysis.
Authentic assessment, though sometimes referred to as performance-based assessment is not a new idea, in fact its history dates back to the 1950’s. With more than half a century of debate on the subject in varying branches of thought, this paper will focus on a few of the key concepts of authentic assessment as seen through the lens of an artist. An investigation of the literature begins with a brief look at the historical concept of mastery as was practiced through the ancient system of patronage, workshops, and guilds. The discussion that follows will examine the theoretical thought on authentic assessment and the implications for practice.
The word "curriculum" as it is defined from its early Latin origins means literally "to run a course”. Curriculum documents arrange the content for teaching whilst providing the foundational elements required by teachers to affect learning (Krause 2006) The curriculum can be exemplified through many different means such as; A set of subjects, content, a program of studies, a set of materials, a set of performance objectives, a course of study, everything that is planned by school personnel and most important that which an individual learner experiences as a result of school. (Olivia 1997) The link between Curriculum and learning is of paramount importance in any educational institution. (Needs to flow better) This essay will aim to critique and evaluate a curriculum document in relation to educational purposes, sociological perspectives and learning designs linking to issues studied in semester one of Curriculum studies. The first section of this essay will address the chosen curriculum document which in this instance is the NSW Personal Development, Health and Physical Education (PDHPE) K-6 Syllabus. The address will aim to include why the document was developed and the theory behind thus document. This address will include pedagogical approaches in specific accordance to the areas of the document that I will be focussing my evaluation upon. The sociological perspective of the essay will be mirrored through the topic, Diversity and in a more specific strand; Gender and how it relates to the NSW PDHPE document. The third section of the essay will then attend to the learning design sequence which in turn will explain how the curriculum document was constructed whilst critiquing how gender diversity is positively encompassed within ...
It is important that teachers give children a fair chance to show their knowledge when assessing. “The purpose of assessment is to provide feedback that can be used to improve student performance” ( Orange 2000). Teachers assess children to ensure that they are understanding the material, and to make sure they are learning. For young children especially tests should never be the only criteria of assessment. Instructors should always make sure that their assessment is fair. When testing a child, make sure that the testing method used is appropriate for that child. For example, if giving a test that relies on visual aids to administer the test it is important that the teacher is certain that all the children have good enough vision to clearly see the aids.
LITERATURE REVIEW: The given article is the work of Mark K. Smith. In this article ‘Curriculum theory and practice’,he explores the meaning of curriculum and four different approaches to curriculum in relation to informal education. He relates curriculum with formal and informal education. Mark K. Smith is a researcher and educator based in London at Developing Learning. He was the Rank Research Fellow and Tutor at the YMCA George Williams College, London (a college linked to Canterbury Christ Church University) and a visiting professor in community education at the University of Strathclyde.
A curriculum is a compilation of study materials that are used at all grade levels, classroom and homework assignments and a set of teacher guides. It could also include a list of prescribed methodology and guidelines of teaching and some material for the parents etc. It is generally determined by an external governing body. However, there are some cases where it may be developed by the schools and teachers themselves.
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.