I believe in assessments before during and after instruction. Pre-Assessments are used to know where your students are before instruction. Formal assessments and self-assessments are known as assessment as learning, to recognize student progress during instruction (Witte 2012 p. 38). Summative assessments are known as assessment of learning which lets you know what the students know after instruction (Witte 2012 p. 40). All types of assessment allow the teacher to realze how effective their teaching is and where their students are so they can effectively alter their instruction. In my classroom, I will start units off with pre-assessments, for the purpose of seeing where my students are. Self-assessments will be used to allow students to measure
If they are successful in this, it is then evident they learned something from the unit and what was taught. For the second assessment, it asks many different types of questions, including true/false, multiple choice, open ended, and word problems. By doing this, students are having to use their knowledge and understanding of the material and apply it to many different types of
Smarter Balanced Assessment: Pro or Con? Smarter Balanced Assessment, who is it truly assessing, the teachers or the students? Smarter Balanced testing contributes to the teacher’s performance, but is it beneficial or does it have unintended consequences? Students are ultimately grading the teachers by taking these tests and they are not even aware of it. The disadvantages may outweigh the benefits for this topic, but teachers must look past the disadvantages and do what they were meant to do, teach.
After an orientation, students are familiar regarding standardized testing and other prerequisites and course requirements. If students will be tested using a standardized instrument the teacher will have less flexibility in choosing the material proposed to be covered in a course. In order to achieve maximum success on the test, course objectives and lessons will need to closely align with the intended test students will
The collection that I have so far is; students wide screeners which seek to identify students who may be struggling, individual assessments which attempt to track development, such as a spelling inventory, pretests which assess how much student’s know before beginning a unit, formative assessments
The knowledge I gleaned from this activity resulted in a more tailored and focused learning experience for my students which met them where they were instead of assuming what they did or didn’t know. My lessons were more appropriate for the learning environment as a result of giving a pre-test and at the end of the unit both the students and I will be able to have tangible proof that our time was not wasted. Learning occurred and this pre-assessment allows us to prove
2:1 Compare the strengths and limitations of assessments of a range of assessment methods with reference to the needs of individual learners. Workplace Observations, question and answer/professional discussions, projects/assignments, portfolios, witness statements. A good assessor will always take into account their learners needs and what particular subject they are studying for prior to confirming with learner type of assessment method to be used. Workplace observations
Informally, I will be constantly collecting data throughout each lesson because the lessons are set up so that the students have time to work with their partner to explore and solve problems, giving me time to circulate and make note of misconceptions to address full class as well as provide immediate feedback and support. This real-time, informal assessments are in the form of turn and talks, write, pair, share, and in pulling equity sticks for students to explain their mathematical reasoning and problem-solving skills to the class. I can formatively check for procedural fluency in seeing the extent to which students are able to solve the problems on their paper and make note of students who need additional support on my clipboard. During lesson 1, I will be assessing what students already know about
I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.
Joshua Batchelor’s Educational Pioneer Application Data collection and/or management Working as a fifth grade English language arts teacher at Rocketship Los Sueños, it was my responsibility to collect and manage several sets of data. One set of data was assessment data. Students were assessed in reading once every three weeks. It was my responsibility as the educator to ensure data was organized and obtainable. I made a small file cabinet to house copies of blank assessment and another one to hold copies of students’ completed assessments organized by their name in alphabetical order.
Authentic assessments should be tied to real-world contexts and require the student to “do” the subject. For example after a Math lesson on telling time to have the students complete a “time” worksheet. Tell each child to write their beginning time and once they
Background info: During my student teaching experience, I had the opportunity to teach a unit that outlined the events that led to the Civil War. Throughout this unit I assessed my students three different times, I gave my students a pre-assessment, formative and summative assessment. As you analyze the spreadsheet you will notice that I only had three objectives for this unit, the reasoning being is with this unit being such a heavy content unit I opted to emphasize three major points throughout this unit. In doing this I was able to make the content more meaningful and understandable for my students. As I introduced my unit to my students this past semester I had my students fill out a self-regulated learning pre-assessment quiz(SRL) sheet
I agree in some extent to what she refers on adding more unnecessary stress to incoming kindergarten students; however, as the textbook also explain, assessments are defined as “the outgoing continuous process of collecting, gathering, and documenting information about children’s development, health, and behavior.” The pro’s of using formal assessments in children are: • It allows parents, educators, and the United States Department of Education to gather data in regards of a child’s development and growth. • Identify where are the strength and weakness in areas such as: cognitive, language, and emotional. • Helps teacher to plan individual instructions for a child or a group of children with the same level of development.
This will prove I work in accordance with Quality Assurance. Keeping records of initial assessment will enable me to provide accurate information about student’s additional needs. The example is when the teacher contacts the dyslexia specialist regarding the student, who may have dyslexia. To support the teacher’s concerns, the initial assessment should be forwarded to the specialist. It is a good practice to keep copies of the certificates in the event that the student loses the original.