Artifact: Assessment Plan
Standard #6: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
In our ECI 573 class on Tuesday, February 9, Dr. Ross discussed the requirements and expectations for the second part of the lesson plan assignment, the piece focused on assessment. The first thing I did to complete this assignment was review my original lesson plan and identify what exactly I wanted to measure with each assessment, which I based on the previous knowledge necessary to complete the activity and the learning objective I had set in the original lesson plan. I then went online to get an idea of what kind of diagnostic,
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Once I decided on what kind of assessment I wanted to use, I then wrote out how I would administer each piece and created the necessary worksheets to go along with them. I tried to incorporate multiple forms of assessment – the structure of worksheets, the freedom of journals, and discussion to talk through thoughts and issues – to provide students with numerous methods of expressing themselves and multiple opportunities to create connections with the material. I also made an effort to give students the chance to work in small groups, as a whole class, and independently so they could support each other’s learning to help make meaning from the content then put it into practice on their own.
Creating this assessment plan opened my eyes to the importance of developing informative and appropriate assessment in a way that I had not
After taking the Personal Assessment Literacy Survey, I learned a lot about myself and what I do know about assessments, and what I don’t. This survey allowed me to reflect on the process that I take to plan, develop, and administer tests in my class and what I need to do with the results. When I went through the criteria of all of the topics in the survey, I honestly did not know what the survey was talking about or what it meant. This was really concerning to me because I like to think that I do a pretty good job when it comes to instruction of my class and how I assess their knowledge of the material. I learned from this survey that there are a lot of things I do well during assessments and that there is still a lot that I need to learn to be an effective classroom leader.
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
In my artifact for Program Student Learning Outcomes, I incorporated the use of information system and technology by applying knowledge of using technology to help me to be able to migrate errors and communicate. With the use of technology as a nurse it helps decreases the risks of a lot of error that are common. Like the electronic mar has decrease medical errors and helps the nurse to be more organized and effective in patients care. With decreases error, lead to less cost, and good quality care, and nurses can perform their jobs better, as well as technology helping with time management.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
In the article Seven Practices for Effective Learning by Jay McTighe and Ken O’Connor, several assessment and grading practices are presented. Characteristics of summative, diagnostic, and formative assessments are outlined. Based on these categories, descriptions of each practice is provided and compared with other typical forms of assessment typically used by teachers in the category. Justifications of how and why the practices enhance student achievement are also revealed.
Position Paper on Assessment from the Third International Conference on Assessment for Learning. (2009). Third International Conference on Assessment for Learning. Dunedin, New Zealand.
I understand that each student is different and that one test will not be able to assess full understanding. It is important to guide support and to monitor learning progress to help students develop as learners. This standard is significant to a teacher because it is assessing students’ comprehension and overall progress. It aids the teacher in scaffolding the student and creating appropriate activities to support the students’ learning process. Furthermore, the teacher can benefit and improve his or her teaching practices to better evaluate students effectively. The consequences of not knowing this standard are students not being able to fully demonstrate understanding because progress is not measured through multiple
Trice, Ashton D. (2000) A Handbook of Classroom Assessment. United States: Addison Wesley Longman, Inc.
I have learned many skills from creating a curriculum-based assessment that I would not have learned without this experience. Writing objectives, creating a test with different types of questions, grading a test, calculating and analyzing a test will help me use informal assessments My experience will allow me to create a curriculum-based assessment in the future to help determine the instructional needs of my students. It will help make my teaching more efficient when I become a teacher. I am looking forward to using the skills that I have learned through this assignment to enhance my student’s learning so I can meet the instructional needs of each student in my classroom.
Dr. Tom Mawhinney did a masterful job at demonstrating exactly why that we needed not only data, but also fresh, accurate, and on-going data in order to properly assess children in order to plan exactly how we will be teaching them the subject matter. He introduced and demonstrated specific strategies such as baseline data collection, on-going assessments, multiple means of assessment, and well-planned instruction. Dr. Mawhinney challenged us as a class to create our own unbiased testing questions created by us from the Edtpa handbook. We then had to administer the test to each other and grade the test. We also had to grade each others double entry journals based on a certain rubric. This class was extremely challenging and required many hours of reading and rereading. Dr. Mawhinney was emphatic in his belief that all children learned and demonstrated what they have learned differently. He taught us that not only must we teach each child differently because of their own personal learning styles, but that we must also evaluate and document how each child is learning so that we can better plan exactly how we will be teaching them. Creating a
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
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
One way to ensure that a student has developed an understanding of the information that the teacher is teaching is through various assessments. Assessment Rubrics are one form of assessment that helps to give a clear expectation, feedback, are easy to use and explain, and helps to ensure consistency and reliability for every student (Gange’, Golas, Wagner, Keller, 2005, p268). A rubric is similar to a checklist that follows a certain list of criteria that the teacher feels the student must meet within the assessment. Next to each criteria, is a scale or point system. The more a student meets the criteria, the more points they will receive. This type of assessment allows the teacher to breakdown each area of importance, and give points based on that area. This helps the student understand what is correct, and what areas need improvement. Assessment Rubric can also be used as a form of self-assessment; this allows a student to check his or her own work (Gange’, Golas, Wagner, Keller, 2005, p
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.
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