The work sampling system plays an integral part in many teachers’ assessments of their students. The work sampling system is based off teachers’ observations of their students through problem solving, classroom interaction, classroom learning, and creating. It is an authentic performance assessment because everything you collect on a student is their authentic work, and cannot be recreated. The system can be used in pre kindergarten through fifth grade. The system also uses three interrelated parts, those parts being developmental guidelines and checklists, portfolios and summary reports. Those three elements focus on the classroom and reflect objectives and guidelines from the state and national levels, as well as from the teacher’s own …show more content…
Checklists provide a list of activities and expectations that are developmentally appropriate and that are centered on the learner. The checklists normally cover all the major areas of curriculum. Those areas can differ form grade to grade. The performance indicators in the checklists should come from state and national curriculum standards. The teacher should also include their own objectives or expectations in the checklists. Now with every checklist area there should be a detailed developmental guideline that breaks down each area and explains why this area is significant to a child’s development. The guidelines really help with inter-observer reliability. Any teacher should be able to enter a classroom and come up with the same evaluation at the end because the performance guidelines are so clear-cut. These guidelines also pull from multiple different sources including those at the state and national level. In creating these checklists you have the beginnings of a profile for each student. The profile that you can then show to parents or guardians whenever they ask how their child is …show more content…
Summary reports are a way of replacing report cards as a way of showing parents and administrators the progress students have made. The purpose of summary reports is to really compile and breakdown both the portfolio and the checklists. The summary reports really give the parents an easily understandable version of what they are looking at in their child’s work sampling file. These reports are done at least three times a year. The reports normally include a narrative and rating scales. These reports are also a way for teachers to examine themselves and see how far their students have come, it also teaches them to watch children more closely, and that observations are the biggest and most important part of the work sampling
What differentiates a list of project requirements from a Work Breakdown Structure (WBS)? A work breakdown structure is a key project deliverable that organizes the team 's work into manageable sections. The Project Management Body of Knowledge. defines the work breakdown structure as a "deliverable oriented hierarchical decomposition of the work to be executed by the project team”.
One would have to be a fool to believe that men and women have always been or even are equal. Only in the past century have women been allowed to vote and 50 years since women of color could vote. Even today, women and men are held to different standards. Betty Friedan (1921-2006) was a feminist that was not only an author, but also, the first president of an organization known as the National Organization for Women. She is well-known for her work "The Feminine Manifesto", and she is the author of the article "The Importance of Work". Betty Friedan was a feminist during the height of the women's rights movement, so it is not surprising in the least that her article hit on women's rights. "The Importance
The Pacer Center has also identified in their article the importance of evaluation and assessment methods (2007). The first type of assessment is and ought to be used is performance based; for instance, individual portfolios that can illustrate a student’s strengths and weaknesses throughout a course. Teachers must be cognitive of the fact that portfolios need to demonstrate a student’s best work in properly assessing their academic improvement. In other words it is not an assessment tool to evaluate every assignment completed by the student. Even though portfolios are used by teachers in a variety of manners the most effective use is to display a student’s preeminent ...
This assessment is an example of a performance assessment that could be given to children in kindergarten or first grade. This paper will discuss what characteristics of the student assessment makes it reliable as well as what motivational factors are included that will encourage students to want to succeed.
Assessments are an important part of teaching. Assessments are a good way for teachers to monitor students’ learning and understanding. Knowing students’ level of understanding can help teachers improve students’ learning and guide their instructions. In the future, I plan to continue assessing students in multiple ways such as, asking questions, illustrations and writing to adjust my instruction. I also plan to encourage students to assess their own work so they are involved in their own learning as well as look for ways to “employ technology to support assessment
The goal of education is to provide children with the opportunity to amass a wealth of knowledge, love for learning, and academic strength. Children go to school to read, write, and learn a variety of subjects. While education is meant to be exciting for children, there have to be standards in order to make sure that progress is being and those children are where they need to be in order to move onto the next phase of their education. Education builds as it grows, and students need a strong foundation in order to succeed and continue. Without those strong building blocks, students will continue to fall back and repeat the same material again and again. And so, testing and assessment come into play to make sure children are where they need to be. However, in early childhood settings testing is almost non-existent because of the stigma around testing. The current debate in our education system argues that testing is not a good measure of a child’s actual knowledge. Rather, assessment gives teachers a better picture of a student’s abilities and capabilities in the classroom. Thus, currently the debate continues over assessment versus testing in the classroom due to the demand for knowledge on whether or not testing is a good way of measuring a student’s progress in school.
I concur with this teacher’s opinion that the portfolio assessment system is an authentic and reasonable way to track the development of children in the classroom. As a parent, I have used this method for years to follow my own children’s development, and see it as an invaluable tool for assessment. In the classroom, it is a permanent and incontrovertible record of each child’s progress and of the effectiveness of the teaching methods being employed therein. In sum, this is the assessment method I plan to utilize in my classroom in the future, for all of these reasons.
An effective teacher will constantly review their teaching practices, identifying the way students respond and their results from the programs administered by their teachers. By constantly administering assessments to review their teaching students will be less likely to struggle as content will be up to date and appropriate to the students. Assessment needs to be given to the students in a clam and collective manner. Teachers should strive to reduce the stress of assessments; this often limits student’s potential. Teachers need to incorporate both formative and summative assessment strategies. During the beginning of a lesson topic it is important to track the progress being made by the students. Teachers need to constantly assess what topics are the students grasping and moving forward with and on the other hand which areas is extra help or teaching required. This is the role of formative assessment, which ultimately plays the role of monitoring the learning progress (Gronlund, 1993, p.5). As for summative assessment, such as formal testing and the end of semester reports giving
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. When assessing young children in particular, it is important to look for more than simply right or wrong. An in-depth look is necessary to see what the children really know before giving them a poor grade. Children’s work needs to be critiqued in more than one way to be sure that they really do or don‘t understand.... ...
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
This assessment can be done by the teacher portfolio is a systematic collection of student works are analyzed to see learning progress in a certain period of time in terms of the achievement of learning objectives. Assessment is done by means of self-assessment and peerassessment. Self-assessment is an assessment conducted by the learners themselves to his efforts and his work with reference to the objectives to be achieved (standard) by the learners themselves in learning. Peer assessment is an assessment conducted in which learners discussed to provide an assessment of the efforts and results of the completion of the tasks that have been done alone or by a group of friends in
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
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
The advantages of portfolio assessment are many. Foremost, portfolios, when compared to written testing, provide teachers with a more complete picture of a student’s progress. Portfolios exhibit a student’s ability to problem solve and to reflect on the work that he has done. They also give students the opportunity to tangibly track their progress in a class. When implemented, portfolios can also encourage a school system to work towards a more “collaborative evaluation environment” (Curry, 2000). This indicates that the portfolios are not only tools for teachers to assess a student’s progress, but also for administrators to monitor a teacher’s classroom management.
Performance assessment is an all-encompassing term used to include products and procedures such as portfolios, projects and experiments (Johnson, R., Penny, J. A., & Gordon, B, 2009). The portfolio is one type of performance assessment which is employed to establish the student’s achievement of learning in practice (Popham, 2005). A portfolio is a meaningful collection of student work that recounts the story of student achievement or development. Performance assessment determines students’ skills based on authentic tasks, that require students to show that they can perform. This is an approach to teaching and learning that values application rather than rote memorization. Performance assessment requires students