Schools and teachers assess students in numerous methods, for a diversity of reasons – ranging from extensive classifications of judging, sorting and ranking, to more subtle explanations, determining students’ needs and level of understanding. Educators have distinguished a very strong difference concerning summative assessment and formative assessment; however the distinction is believed to be modified between how data is generated and how assessments are used. This paper will focus on formative assessments, and the difference between formal formative and informal formative assessments. Proceeding to the observation on how assessments can be used in the classroom effectively, the aspects of assessments and procedures to follow. Concluding …show more content…
Established learning: teacher and student roles in the learning process should be established. Teachers need to create an environment where student can establish trust and mutual respect, as well as experience harmless constructive feedback. As defined by Bell & Cowie (2001), there are nine characteristics of formative assessment: responsiveness; source of evidence; tacit process; use of professional knowledge and experience; integral measures between teaching and learning; assessments by teacher and student; purpose; appropriateness of process; and predicaments. Vigilant observation of students progression, allows the teacher to see beyond assumptions and predictions, and provide information to better understand and support learning outcomes used to determine students understanding. Careful thought of learning assessments are grouped into four types: observation, conversation, student self-evaluation and artefacts, all of which can take form in numerous assessments: - Checklists: learn student behavior by keeping a record of pre-selected learning actions to be observed, with use of indicators to assess e.g. particular strategy to use or type of question to …show more content…
For a teacher to be successful assessors, a deep understanding of assessments needs to be developed, and the following questions are able to be answered: why do assessments; when to do assessments; and how to assess in ways that have an impact on students learning in a positive way. Once a teacher has the knowledge to make meaningful decisions based on these questions, assessments that are planned, designed and implemented can be used to provide formative, meaningful information and support learning
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Carrillo Response to Paty Orozcoregalado Connection: HI Paty! I am glad to see that you brought up our 340 class. The assessments I did during the fieldwork for that class were some of my first hands on experience with using and interpreting screeners and individual studnt assessments. Discussion: I feel like this week’s reading has been great because it has helped me to further specify the uses of the many different types of tests and assessments.
This is done now through the process of having a two assessment category- formative and summative. Both of these categories are used to determine the student’s quarter and semester grade. The summative category would be based on four common assessments, and one of these must be a performance task. As for formative assessments, this would show students the progress that they have made in mastering the material that would appear during the summative exam. He continues by saying that the school has realized that they can no longer control student’s grades based on behavioral infractions.
In order to make their learning and assessment ongoing and not episodic, I develop an appropriate curriculum, planning lessons to meet students' learning needs and using inferences about student progress to inform my teaching. I make lessons and assessments a linked series of activities undertaken over time, so that progress is directed towards the intended course goals and the achievement of relevant
Performance Activity 18: Discuss with cooperating teacher how he/she uses on line resources such as video streaming, You Tube, or even in assessments, etc. to accomplish differentiated instructional objectives that enhance learning for each student. I completed this performance activity at my fourth site visit, when I interviewed Mrs. Corcoran. Mrs. Corcoran uses online resources such as: GoNoodle and math online resource, which I forgot to what the resource is called. She uses GoNoodle, as a way, to allow her students to release hyperactivity and impulsivity. GoNoodle is a dance and sing videos, which the students can see and dance too.
What assessment tools will I need? What are the differentiated class sections that are aligned with the objectives? How do I engage and promote the maximum effectiveness in the learning environment? Secondly, the Payment teacher data artifact helps to understand the intention of the students who remain in the course.
Figure 1 is a summary of the students’ learning throughout the learning segment. I administrated this test as a pre-assessment prior to the lesson one and administered it again after the completion of lesson 3. This test is a compilation of students’ learning and it demonstration how they met the standards and objectives that were set out for them to achieve. The evaluation criteria in which this assessment and all other assessment in the individual lessons did was not altered. Even though the students have different learning needs, the assessment met all of the needs for all learners.
Educators worried that Common Core assessment in the classroom would take away from instructional time for students. Teachers also wondered if in early education, children would be tested like older children through pencil/paper or computer-driven assessment. Another point brought out by teachers was if results of Common Core assessment would be used for high-stakes including accountability systems for teachers and programs. Lastly, there was the question of whether or not decisions about students, mainly retention in grade, may be based solely on the results of Common Core assessments. To answer these questions, Common Core researchers reminded teachers that assessment is an ongoing process and in order to improve teaching and learning, teachers must continually engage in assessment for the purpose of improving teaching and learning.
Miller (2014) said “Modeling is a crucial component in teaching skills to students” (5 Steps to Foster Grit in the Classroom). This is saying that a teacher needs to show that they will not give up on the students. With that the students will not give up on them. Second is, Don’t grade formative assessments. Miller (2014) said “If you punish students in the learning process, then they are less likely to engage with it.
As each lesson is taught I will use several different types of informal formative assessments. I will be observing classwork and homework to check for understanding. I will also be executing exit slips and a quiz to monitor progress. I am administering different pre- and post-assessments. The pre-assessment will be open answer to prevent students from guessing.
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.
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.
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.
There are two types of assessments that teachers can administer. They are summative and formative. A summative assessment gives the student the opportunity to prove what he or she has learned, and a formative assessment gives the student the opportunity to improve on his or her learning (DuFour, DuFour, Eaker, Many, & Mattos, 2016). These assessments allow the teacher and the student to see what steps they need to take in the learning processes (DuFour, DuFour, Eaker, Many, & Mattos, 2016). This statement sums up the truth on assessments “if educators are to help students acquire deeper knowledge and skills, they must create an assessment that provides timely information on each student’s proficiency” (DuFour, DuFour, Eaker, Many, & Mattos, 2016).