Chelsie Vogel (Slides 7-8): Application of Assessments: I will explain that as teachers, it is imperative to decided on what knowledge or skill needs to be assessed. After we define our objectives, it is time to ask ourselves, “Which type of assessment will be most appropriate?” Group Discussion: I will then ask the class to share how they have determined which type of assessment to use in past lessons. I will then explain and go over three guidelines to consider when creating a performance assessment. The selected performance should reflect a valued activity. This type of assessment sends a message to students about what you value most and want them to learn. The completion of performance assessment should provide a valuable learning …show more content…
Chelsie Vogel (Slide 9): After we have discussed guideline that apply to multiple formats of performance assessment, we expand on the types of presentations these forms involve. Demonstrations require students to show what they know and is usually a closed-response tasks, meaning there is one correct or best way to complete the task. Examples include tying a shoelace, line up for a fire drill, and use a microscope to view slides. Experiments use inquiry skills and methods to make estimates, predictions, gather and analyze data, draw conclusions, and present findings. Examples include texting sink or float objects, growth conditions, and steps needed to create an electrical circuit. Oral presentations allows students to verbalize knowledge and use oral communication skills. Examples include interviews, speeches, skits, debates, and dramatizations. Exhibitions are a public performance that demonstrate what has been learned over the course of a unit and motivates student engagement. Examples include science fair projects, racing vehicles, and arts & academic …show more content…
Group Discussion: I will ask the class which one of the performance assessment stood out to them in the video and why? Chelsie Vogel (Slide 11): Next I will be talking about another type of performance assessment; Projects. Projects are activities completed over an extended period of time that result in a student product of some kind. Examples include a model, function object like a map or diorama, reports, or a collection of artifacts. Projects can be completed individually or as a group and assesses academic learning goals, how well students work together cooperatively, and individual accountability. I will identify four conditions that need to be met when effectively using projects as a form of assessment: Goals and objectives must be clearly communicated via written instructions or a rubric that outlines grading criteria. Each student must have equal access to the resources need to create an excellent final project. Including computer access and materials. Keep students on track through intermediate deadlines, progress reports, and helping students overcome obstacles that might derail
objectives vital to the successful completion of the project (history would prove otherwise). In addition,
...t the last year of high school would be less agonizing without a laborious issue such as a Culminating Project, to attend to. Therefore, these points have been covered: what the project is, examples of different advocators of the project, and the different viewpoints of why it is useful verses why it is not. Hopefully, this can change the ideals and opinions of the administrators and enforcers of the Senior Project, to consider what a hindrance it is.
Evaluate and recommend any actions that will ensure the safe, equality, rationality of the assessment methods, sampling judgments and decisions that have been put forward.
Large and small businesses, governments, and schools strive to build the next new gadget, manage resources more efficiently, and teach or train in more creative ways. If they set out blindly on a task without proper oversight and thought about the process, then surely the result would be a dismal failure. Project management enables these entities, and various others, to carefully consider the many variables before, during, and after the project actually takes place. Project management refers to the careful planning, organization, and management through a single one-time activity. Projects are non-routine tasks that are set out to be accomplished for a specific amount of time (Trelles-Duckett & Lonergan , n.d.). Projects have an absolute
1. Objectives: The following points must be considered while formulating the objectives: (a) Clarity on behavioral objectives of a lesson. (b) Translation of general objectives into behavioural objectives. (c) Available time of instruction.
In conclusion, though assessment is repeatedly debated if the discussions are conducted in a positive and productive manner the deliberations ought to be continued to benefit all students in the learning process. Additionally, alternative assessments may vary by individual state requirements each method needs to be considered by teachers in assisting all students based on their individual learning style in achieving academic excellence.
For example, in the cell analogy poster presentation, a performance assessment will be used to assess student’s performance. It is important to acknowledge how student’s emotions about science can have an impact on how well they present their cell analogy poster. Students who already lack confidence about their abilities in the area they're being tested on or even students who have anxiety with speaking in front of the whole class can have a hard time articulating their knowledge and comprehension of the topic to the class (Frisbie,
Having students teach each other is a way to promote a deeper learning of the content. Teaching to others promotes independence and confidence. This activity also improves the student’s public speaking skills. It also is a good stepping stone to the necessary presentations and performance assessments. Performing for an audience that will actually provide feedback is a new concept for most. This is an area that will need plenty of positive reinforcement and skill development. Doyle provides performance assessment options and a guide for building a rubric to aid in the development of this
When a team sets out to do a project, the whole group wishes to agree on a way to judge the high-quality of the final product. The performance and outcomes requirements that the organization units for itself have to be used to help motivate the group to acting at its peak stage.
Project-based assessments can be both stressful and helpful. First, students tend to be too tired, stressed, and irritable from staying up to finish the project for the assessment to think clearly the next day. It adds extra pressure to the students, and it forces them to stay awake at inhumanly late hours at night to finish. The students are not just students; they have extracurricular activities, usually ending later. They also need time set aside to spend with family.
If the project is difficult, student relationships may begin to fall apart. But, if you make it too easy, then little effort will be make to create a meaningful
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
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.
Through the implementation of my lesson, I learned I have to work on the assessment and the details of lesson planning. During the planning of this lesson, the assessment was an aspect that needed more thought. The students had a problem with reading the words for the word sort and understanding the writing section. If I were to reteach the lesson I would add pictures to the words on the word sort to help the students to read and understand the words. In addition, I would include a sentence strip for the assessment that the students could copy but then finish the sentence on their own. The writing prompt was too hard for the students, I received various answers some students copied the prompt only while other students understood it and wrote appropriate answers.
Dr. Rovelina Bucao-Jacolbia of PUP-Manila stated to her study that Demonstrations are practical presentations of processes/procedures/skills which are designed to illustrate theoretical principles. Demonstrations require careful sequencing, oral and visual explanations, appropriate illustrations and opportunities for students to pose questions and clarify problems. Demonstrating the topic is not just executing it but also applying the learning through lecturing while doing I nor lecture before demonstrating