Reading Reflection Assessment
Assessing and Evaluating Learner Progress
Upload your work using lastname_reading12.docx to CANVAS. This reflection is worth 10 points. Answers should be 1-3 sentences.
USING OUTSIDE RESOURCES:
1.Go to http://udltheorypractice.cast.org/reading?2&loc=chapter5.xml_l1970058. Log in as “Student1.” Password fills in automatically – if not enter 123456]. Skim pages 73-76 (Chapter 6 : Designing for All – Assessment) and watch the corresponding teacher video clips on pages 74 and 75, which describes the following 5 principles of effective assessment:
•Are ongoing and focused on learner progress;
•Measure both product and process;
•Are flexible, not fixed;
•Are construct relevant;
•Actively inform and involve learners.
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How will this idea help you plan assessments for all students? Cite ideas from video & text in your answer. [2 points.]
The third principles seems most important to me. When we working with students with IEPs or 504 plan in the classroom. We should be flexible with different needs of students. Modifying lesson plans, worksheets and assessment methods will help students have better comprehension with class and help teachers to get the most accurate data about their students.
Book citation: "To get the most accurate data about what students understand and can do, assessments should not offer only one means of response but should provide multiple opportunities in varied media for learners to demonstrate skills and express themselves."
Video citation: in the video, the teacher shared her idea of assessment after she learned UDL. Assessments don't always mean to be a quiz or exam, it could also be a group project or even a conversation.
2.Go to http://www.udlresource.ca/?p=1899 which explains 3 different types of assessment that mutually inform students and teachers about students’ level of understanding. What is the difference between assessment for learning and assessment of learning and assessment as learning? [2
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The teacher usually use it in classroom activities, for example, checking student's work informally to determine student's understanding of the lesson. The informations teacher receive from this assessment allows them to modify their lesson in a responsive and immediate fashion. This type of assessment works is very flexible for teacher to use. It works with both groups or individual reflections. Students could be not doing extra work to show teachers about their understanding and teacher could get informations by observing each student.
Assessment of Learning is summative assessment, it happens at the end of learning. This assessment is based on what students learned throughout a particular time period, like each unit. Assessment of learning is more focusing on the level of a student’s comprehension about the informations and concepts they learned, as well as the skills that were practiced and developed during a unit of study. For example, the most common way for summative assessment of learning is midterm or final exam. The summative assessment require students to show their understanding to teachers in many
Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: doing it right-using it well. Portland, OR: Assessment Training Institute.
Assessments are an important part of teaching. Assessments are a good way for teachers to monitor students’ learning and understanding. Knowing students’ level of understanding can help teachers improve students’ learning and guide their instructions. In the future, I plan to continue assessing students in multiple ways such as, asking questions, illustrations and writing to adjust my instruction. I also plan to encourage students to assess their own work so they are involved in their own learning as well as look for ways to “employ technology to support assessment
This contribute to the assessment because this information can be use to improve and enhance future performance. 6.5 Record the outcomes of assessments to meet the internal and external requirements In my teaching practices, I always record assessments outcomes as it helps me to follow my students progression and at the same time I can monitor learners' achievement. All information concerning their assessments are recorded, I use them to compare each assessments to the other. I can see which assessment was successful and which assessment has not been done properly.
In the context of education, testing refers to “a method to determine a student’s ability to complete certain tasks or demonstrate mastery of a skill or knowledge” (Danuri 2012). Assessment is “the process of gathering information to monitor progress and make any decisions necessary” regarding curriculum and teaching (Danuri 2012). Assessment is a process that measures growth over time whereas testing is a form of evaluating what a student knows at...
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
I chose to agree with this statement because Tomlinson presents an ongoing conflict when discussing the concept of informative assessments. While most teacher struggle with this understanding, I feel that more and more teachers are coming around to the idea that students have the ability to show their knowledge in a number of different ways. “I began to realize that when I
There are several different types of assessments; diagnostic, formative, summative, norm-referenced, criterion-referenced, and interim/benchmark. Undoubtedly, “there are a range of uses for assessments but arguably, the most important element of an assessment is how it guides the learner and teacher in the next steps of the learning process” (Newman, 2013, p. 11.1). Moreover, assessments affect vital and key decisions in regards to grades, advancement, instructional needs, and the curriculum. Assessments inspire teachers to ask themselves such questions as are the students learning and are there other ways or avenues to teach a particular subject better. These questions along with others help promote better learning.
This type of assessments helps educators to see their own strengths and
Marwick, J. (2007). Assessment: The Key to Teaching and Learning. The AMATYC Reivew, 28(2), pp. 57-59.
“…students would benefit from, with more opportunities to build on their strengths and learn from their mistakes through feedback from formative assessment activities staged throughout their course…”
Thornbury (2001:18) defines assessment as “different ways of collecting information about learner’s progress and achievement”. In other words it is the process of gathering, describing or quantifying information about performance (Coombe & Hubley: 2007). Assessment is not only gauging learner’s ability but also about measuring the quality or success of a teaching course, etc. (Richards & Platt: 1992). However, assessment is mistakenly restricted to testing which is, in fact, a component as are interviews, and observations. Assessment can be informal such as based on teachers’ observation of learners in pair/group work or it can be ongoing that can be done anytime during the course. Brown (2004) considers assessment a process rather than a product with the prime objective of ensuring if the course objectives have been met.
Assessments in the classroom are ongoing. Assessments are important for teaching in the classroom and for assisting in continuing the learning process of the students. Three purposes of assessment are to measure the amount of information a student has learned and retained, identify a students’ learning needs in and outside the classroom, and gather evidence to help increase learning for the students.
Stiggins, R., Arter, J., Chappuis, J., Chappuis, S., (2007). Classroom assessment for student learning: Doing it right -- using it well. Upper Saddle River, N.J: Pearson.
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
I use assessments to assist me to identify and to develop their learning process. Assessment is not about the final grade, but the learning experience. I would rather have my students know how to look up information and apply knowledge than to memorize it and forget it ten minutes after the test. Learning is a life-long adventure and I want my students to know how to adjust and cope during their adventure. I want my students to have the skills for researching and finding the answer. It is not always that answer which demonstrates learning; it is in the process in which you find the answer that demonstrates learning.