The pre-assessment I chose to give for this unit consists of forty questions of various types that mainly deal with vocabulary and key ideas surrounding the Progressive Era. The first eight questions require student to match historical figures to their impact or historical importance. The next seventeen questions are multiple choice and test students’ ability group individuals and ideas, recall key legislation and reforms desired by progressives, and so on. There are six true/false questions which check for comprehension even further. Finally, I have the student analyze a map, a chart, and a short primary source document through a series of multiple choice questions. This last section was taken from previous EOI tests with the hopes of
In the academic year of 2011-2012, I was responsible for increasing the percentage pass of the Living Environment by 10% at the World Academy for Total Community Health High school. The Living Environment Regents pass rate was 47% in 2010-2011. To achieve the goal, I examined the Item Analysis for the January 2012 Living Environment Regents. In summary, the students were only able to master 12 out of 85 questions. The students needed to score at least 40 out of 85 to receive a 65 or higher.
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.
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. Each of the 20 students’ pre and post-test scores are listed along with the averages of each and growth for the whole class. Students were graded based
I took the Disability IAT and Gender Career IAT, for I am pursing a bachelor in special education, and I wanted to confirm if I stereotyped women by associating them to family instead of career. For the Disability IAT I was surprised to find out that have a slight preference for abled persons over disabled persons. Based on the results of this IAT test, I would say that I am in the acceptance phase of the DMIS because I have the ability to recognize and appreciate the cultural difference between abled persons and disabled persons in my own terms, yet with a subtle preference for abled persons. I disagree with the results because I feel like I have subtle preference for disabled persons when it comes to helping them over the abled persons. I feel like disable
The article, “ Identifying Thinking Skills for Instruction in Your Classroom,” written by Deborah E. Burns, addresses and explains the taxonomy of Thinking Skills by focusing on the four major thinking skill categories, including: Analytical Reasoning Skills, Critical Thinking Skills, Organizational Thinking Skills, and Creative Thinking Skills. In the article, Burns explains the purpose of the taxonomy was to identify, “thinking skills that were most frequently addressed in the professional literature and within the various thinking skills programs and materials” (Burns D.E., 1993). Burns uses the article to provide strategies and examples in order for educators to successfully implement the taxonomy and thinking skills in different classroom settings. The article provides multiple outlets to provide the stimulus needed to exercise the Thinking Skills highlighted in the article.
Cassidy & Kreitne (2009) defines learning styles as a range of contested and competing theories that account for variations in a person 's’ education. There are three main learning styles, the visual learners, auditory and kinesthetic learners.
There are five different types of learning theories, behaviorism, cognitivism, humanism, social learning, or constructivism. All of them propose various ways through which learning is realized. However, there is no single set of learning theory, which if followed to the latter can grant a tutor a perfect outcome in the classroom. For many years, the study of learning has resulted in heated debates. It has been at the center of educational psychology. Even though psychologists agree on the significance of learning as a topic of study, they often fail to agree on the mechanics of how the process of learning occurs. Shunk et al. (2012), define learning as "the process of acquiring a relatively permanent change in understanding, attitude, knowledge, information, ability, and skill is
Learning style is a way to see how did each one of us learn visual,auditory,reading/writing or kinesthetic learners. Each one of us has different way of learning and understanding. It could be Visual: by seeing the thing that they want to learn , it could be auditory: by listing, or also it could be reading/ writing or Kinesthetic and this by touching and learning how things works. Sometimes we need to teach ourselves and learn from our mistake we make. Each person will need to teach themselve . For me, if I need to teach myself the technique I first take and follow is visual. I like to see things and learn because this is the best way I can teach my self by looking at thing and trying it. Sometimes we need to explore the things that we want