The Standard 4 artifact I chose is the Science Starr Test for 5th grade, which is the State of Texas Assessments of Academic Readiness. The test was provided by Dr. Nurayna class EDEE 4330. It is one of the series of state-mandated standardized test used in Texas public primary and secondary schools to assess a student's achievements and knowledge learned in the grade level. It tests curriculum taught from the Texas Essential Knowledge and Skills, which in turn is taught by public schools. The students are tested on their knowledge that they gained from their teacher.
In order for me to an effective teacher, I must have content knowledge. I need to recognize the common misconceptions in learn the discipline and how to guide learners to accurate
Every year students in each grade level are required to take standardized testing to determine their level of competency in the course. The schools use it as a tool for passing students to the next grade level and ensuring they have been taught adequately. The Texas Education Agency or TEA supplies and monitors these tests given to students each year. According to the results received this past year, in 2013, 35 schools out of 456 campuses in Texas performed poorly on the STAAR test. The 35 campuses belongs to Dallas Independent School District which is 8% of the total and more than half of Houston’s sc...
3. COMPASS test with a minimum score of 25 on Pre-Algebra/Numerical, 62 on Reading, and 32 on Writing, all completed in one test session, or
THE LIFE CYCLE OF AN ARTIFACT What is an artifact? According to the dictionary, an artifact is “something made or given shape by man, such as a tool or a work of art, especially an object of archaeological interest” ("The Definition of Artifact"). In archaeology, the word “artifact” defines an object recovered by archaeological attempt, which might have a cultural attention.
Educators must be able to work with a learner to identify interests and then set out learning goals. Content must be relevant to the learner, integrated across subject domains and reflect real-world issues, must facilitate acquisition of skills and knowledge, must build metacognitive and technological capacity, nurture independence, and promote collaboration (Saavedra & Opfer, 2012).
Peterson, B. & Neill, M. (2014). Alternatives to standardized testing. Rethinking Schools. Retrieved from http://www.rethinkingschools.org/restrict.a sp?path=archive/13_03/assess.shtml
Standardized testing remains to be a major controversial issue for the American society today. Exams are given to students at different levels in their educational career and are supposed to measure their academic knowledge, but are these tests really the best way to evaluate students? There have been numerous alternatives suggested to replace or be used in conjunction with standardized testing.
McMillan, J. (2010). Classroom assessment: Principles and practice for effective standards-based instruction (5th ed.). Boston, MA: Pearson.
Standardized testing in the United States was not always common practice. In the Mid-1800s, Horace Mann, an education reformist, developed a test to administer to a group of students. Its purpose was to determine how students were performing at their current level and whether they were capable of proceeding to a higher level of education, although the student’s success on the test had no negative repercussions. These tests were a necessity at that time because the idea of public education was still being molded and these tests were the only means by which student progress could be measured. Within 35 years of the first recorded examination in 1845, testing became the factor which determined whether students were able to be promoted to the next grade.
If the teacher gives the students the best text, the student can that the knowledge from the text and apply it to critical thinking. This is considered knowledge transformation (Hodges 2015). If the wrong kind of material is used to include Content Area Literacy in subjects, the students will be suck with knowledge retelling. This will show that the material was not completely grasped. When students are stuck in the retelling phase, they do not fully comprehend the materials and reason that the materials were given in general. When a text is broken down and explained in the best way, the students can go beyond the retelling stage and begin transforming the knowledge into deeper understanding of the content given and the subject areas as a
The aim of education is to prepare students as contributing members in a productive society. The essential core values of knowledge, skills, critical thinking capability, and citizenship help students grow into adults who contribute positively to the community. I believe that education’s focus on teaching content matter leads to the development of well-rounded knowledge and skills in reading, writing, speaking, computing, thinking, science, and the social world in which we live. Specific content knowledge in these disciplines contributes to equity in education. Such knowledge becomes an internal asset for an individual and is priceless. Studen...
“…Content knowledge refers to the body of information that teachers teach and students are expected to learn in a given subject….Content knowledge generally refers to the facts, concepts, theories, and principles that are taught and learned…” (edglossary, August, 2013). In contrast, transfer refers to “the ability to learn in one situation and then to use that learning…in other situations where it is appropriate” (Hunter, 1971, p. 2). Moreover, both content knowledge and teaching for transfer are vital aspects in the learning process; especially when it comes to EL (English Learner) students. Thus, teaching core concepts to apply new skills becomes the ultimate goal for instructors.
This has been a challenge my 1st year of teaching. An effective teacher will know and understand the Common Core Standards. A teacher should be able to bring their own life experiences into the classroom by understanding a remembering what might have kept us from learning. Applying rewards to students as we go through the learning process. Little bonuses are a plus when working, whether you are a student or working in the real world experiences. An effective teacher needs to know the goal and how to motivate their student to the end goal. Begin with the end in mind is a good
As a teacher, is very important to use a wide range of learning and teaching resources, from books or other printed materials so, that students are encouraged to explore issues of interest,
The teacher is the head of the classroom, which mean that he/she is the example and should lead as such. Qualities like hard work, dedication and patience are all things that student can learn from their teacher. As a knowledgeable practicing professional, it is essential that he/she knows his/her content. If you do not fully understand something yourself, it could be difficult to relay it to someone else. Knowing your content also allows you to teach it in different ways to assist the needs of students learning styles. Classroom management is also a very important characteristic of an effective teacher. If you do not have good classroom management skills, knowing your content will mean nothing. This skill allows you to provide structure for your students and ensure that your time to display your content knowledge is used wisely. Having high expectation for your students is a must in the classroom. While educating, I want to help my students with personal growth. Having high expectations is the most important characteristic to me. I feel that it is most important because even if you know your content and manage your class well, if your students don’t feel like you believe in them, they will have no reason to want to work hard. Knowing that someone is cheering you on and
Develop teaching expertise is the part of proposition from NBPTS, specifically knowing the subjects they teach and how to teach those subjects to students (1987). One of the methods is continue to pursue their professional development by joining a professional association or organization, attending a workshop, and reading a professional journal, website, or books. These ideas enhance teachers’ cognitive growth by enlarge information of the latest strategies or method, enhance cognitive growth, and learning to help the teachers to become expert in their teaching and influence on student learning.