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Essays on critical analysis of summative assessment
Reflection paper of summative and formative assessment
Methods of critical thinking
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The formative assessments that will be used throughout this lesson are direct observations, student participation, and collection of the Fairy Tale Maps. I will use the direct observations to elicit direct feedback, by looking at what the students are completing and then giving them feedback accordingly. I will walk around and see how the students are doing on the task they were asked to complete. Based on what I observe, I will be able to see which students are able to complete the task and which students are still having a difficult time with it. Based on what I see, I will continue with my lesson or stop the students, explain the material again, provide guided practice and then allow them to try their independent work. The way I will …show more content…
use the students answers to questions and participation to elicit feedback is by, noticing which students are participating a lot and what students are just sitting and listening. I will also think about how the students answered the questions I posed. By thinking about how the students participated, I will be able to assess if they understood the content or if I need to slow down and have them internalize the information that was taught. If a lot of the students are able to participate and their answers are correct, I know that they are ready to complete the next task. When I collect the student’s work, I will be able to see if they were able to make a map that went along with their fairy tales. I will also be able to have a better picture of which students understand compass roses and how to use the directions N,S,E, and W. Based on how complete their maps are, I will be able to tell if they understood the last three lessons. I will also be able to tell if the students need more practice, or if they are ready to move onto the next topic about maps. The way I will use the information from my formative assessments to plan interventions is by, looking at which students are struggling with the content and what they are struggling with. Once I have that information, I will plan an intervention and additional practice that will address the skills they have the most difficulty with. For example, if the students are having a difficult time with directions on a map, I will work with them one-on-one to help further develop this skill. I will also have them practice at least one additional day a week, other than our social studies day on Friday. For the students who need a challenge, I will teach them that there is northeast, southeast, southwest, and northwest directions on a compass. We will fill out a compass rose together with the new directions on it. The students will work on answering questions where they have to use northeast, southeast, southwest, and northwest. The way I will communicate learners learning is by giving them verbal feedback.
When the students are participating, I will give them verbal confirmation. If their answer is not correct, I will say “not quite” and then I will pick another students to share. For direct observations, I will also give the students verbal feedback. If I see students doing something really well, I will verbally let them know. If a student is not quite grasping the task, I will help him or her accordingly. I will sit down with them and I will explain that I can see they are having a difficult time with the task, and then I will allow the student to explain their troubles. I will give them verbal confirmation that they have a better understanding of the task, after we have worked together. While I am looking at the students’ work, I will also allow them to evaluate their work and provide their own feedback. This will allow them to reflect and monitor their own learning. If I agree with what they said, I will explain that I agree with their feedback. If do not agree, I will explain what I am seeing and then I will help the student accordingly. For the collections of their materials, I will write the feedback on their work. If they did really well, I will let them know. If there is something they need to work on, I will state that on their
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Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
I listen to my students. I allow time for their individual impute in what they are learning, and adjust accordingly. I really believe that is why students can be so into the idea of being taught, because they are all encouraged to lead the discussion and projects before them as it relates to the curriculum. I try to learn from my students by listening to their interpretation. I am learning what interest them, and feed off of it in the work that needs to be performed. Work towards a positive social society, with this education does takes place for our students, teachers, and community, all for a better future, one that is full of knowledge and acceptance. What could be any
After a time, whole group student-led discussion begins. During this time students share different approaches and solutions (Takahashi, 2006, pg. 39). The teacher is meant to create an interdependent learning environment, with their focus being the clarification and acceptance of student-driven methods (Murata & Fuson, 2006, pg. 429-447). The teacher then highlights and summarizes the major points before assigning 2-4 problems as homework (Mastrull, 2002, pg. 5).
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.
Following attending the class room teaching session, I learned about the assessment and feedback from In Black et al[6] “working inside the black box”, which has ways of assessment in questioning, grading, clicking, peer assessment, feedback and self-assessment. A few questions such as what are the effects on learning, what do we mean by assessment using SMART outcome were mentioned. Silverman et al has described a new way of giving feedback—called agenda-led the outcomes-based analysis [7]. In this method, we should establish the learners' agenda and try to understand what problems they had experienced, and facilitate with time frame and outcome. Next you encourage them to solve the problems and then get the trainer and eventually get the whole group involved. Feedback should be descriptive rather than judgmental and should also be balanced and objective. Pendleton's rules are rules that help trainers give balanced feedback to trainees. [8]These give positive feedback to learners and teachers first and then say what they could have done better. Chowdhury R.R& Kalu G (2004) [9] menti...
I will seek regular feedback from my family, friends and fellow students to see if I am improving and to see if they feel they can now hear and understand what I am doing.
Once the children have completed the task the teacher will do a plenary to check understanding. This is a good opportunity for pupils to share what they have learnt and an ideal time for you to communicate with the teacher about good examples of work you have seen from pupils you have worked with, or encourage those children who aren’t has confident in sharing their work. 6. Finally, the observer will give feedback to the teacher, you may be invited to this but if not, the teacher you worked with will give you some feedback themselves after to inform you of how the observation
You kept students engaged through question probes and didn’t let them off the hook when they said “I didn’t answer that question” or “I don’t know”. You also encourage students to respond by stating you know they can do it and celebrated their success when they did.
explore and learn the knowledge. If students are told when they have done an excellent job, they
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated. Likewise, the use of this peer observation will allow students to have an insight the techniques they are displaying that are improper and offer advice on how to correct these errors.
Affirm student’s abilities, affirm trust in you as the teacher, affirm their effort, choice, and attitude.
Written logs. For each class you can keep a weekly reflection log or diary. It would be better if the students keep logs, too. At least, one a week spend the last ten minutes of class filling them out. Ask yourself what are your weekly success. Did you make progress in your effort to listen more attentively to students' responses? If you would have to teach the same lesson for the parallel group for the second time you would use the same techniques or you made some changes? Going back periodically and reading your logs will be effective. By using these methods you will learn a lot about yourself. Reading what your students say is equally important. It gives you clues about their perceptions of subject
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.
Feedback should be communicated in language that is understandable for the learner, have a genuine purpose, and be significant for the individual needs of each student. Through feedback, teachers can provide the students with suggestions for development, learning strategies, and corrections for errors.