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Understand the different types of assessment method
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Recommended: Understand the different types of assessment method
7Q: uses various types of assessment procedures appropriately, including making accommodations for individual students in specific contexts
5I: uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities.
1H: analyzes and uses student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement.
PA 24: Find 5 test questions in the teacher’s manual. In a discussion with your cooperating teacher, evaluate each to determine their value. What do they assess i.e. content, a skill, ability to analyze, reading for meaning, graph interruption, summarizing, etc.? How do they help to drive the instruction?
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Corcoran does not use a textbook with questions and teacher’s answer solutions, but she does use Origo, math warm-up packets, and TouchMath General Math. The value of the math warm-up is to use the packet as data given evidence to evaluate if each student is progressing to make their annual or three-year goal and benchmarks. Mrs. Corcoran tries to have the students complete the math warm-ups independently with little to no assistance, and will ask a teacher to review their math warm-up packet to check for errors. The assessment is formative assessment, or skills/tasks forming over time. The math applications are addition, subtraction, multiplication, word problems, division, elementary algebra, and sequences. The math warm-up packets help drive instruction by assessing what students need to improve on and what students can achieve. I learned practice over time can help students understand math applications and math warm-up packets can serve for several
...rthermore, their verbal and comprehensive skills may be well-developed from either natural abilities and/or early exposure to a multitude of resources. In this same classroom are students who have little or no vocabulary - written or spoken - and lack the typical 5-year-old skill set. Between these extremes lies a realm of differing abilities. It is here where the educational structure needs to intervene: by providing pull out differentiation in small groups with specialist teachers who can challenge the accelerated students and with others who can address the lacking skills of the students in need. This separation of students with differing abilities would be for only part of the day, with all students coming together for large group instruction in other subjects, therefore blending ability tracking and whole group instruction to best meet the needs of all students.
6.1 – The teacher candidate understands multiple methods of assessment including formative and summative assessment strategies to assess the learner’s progress and how to use them in a variety of ways
...tive resource merges practice with the best of learning-styles, brain-based learning, and multiple intelligence theory to create specific instructional techniques for the high-challenge, low-threat differentiated classroom. In my opinion, it is an important resource for any teacher, new or experienced, who wants to help every student in the classroom learn and succeed. It has also changed my views about the teaching and educating paradigms. Earlier, I had an idea that one single and comprehensive technique could be applied on all the students. But having adopted ideas and concepts presented in this book, I came to know that modifications in teaching and instructing techniques is a must to do when it comes to really enhancing the level of learning. References Gayle H. Gregory, Carolyn Chapman, Differentiated Instructional Strategies One Size Doesn’t Fit all
I have learned many skills from creating a curriculum-based assessment that I would not have learned without this experience. Writing objectives, creating a test with different types of questions, grading a test, calculating and analyzing a test will help me use informal assessments My experience will allow me to create a curriculum-based assessment in the future to help determine the instructional needs of my students. It will help make my teaching more efficient when I become a teacher. I am looking forward to using the skills that I have learned through this assignment to enhance my student’s learning so I can meet the instructional needs of each student in my classroom.
Mathematics textbooks are imperative to students’ survival in a math class. Their importance centers on enhancing students’ learning potential, defining the curriculum for that class/grade, and establishing instructional guidelines that lead teachers and students to the content goals or standards of the subject (Lester & Cheek, 1997). Every chapter in a math textbook highlights the different concepts and strategies that students need to successfully master in order to fully understand the material, pass their exams, and thrive in the classroom. In the first chapter of the geometry textbook discussed in the previous inquiry paper, the main strategies or concepts discussed are identifying points, lines, and segments, using the midpoint and distance formulas, measuring angles and understanding their relationships, classifying polygons and finding the perimeter, circumference and area. Although the use of this textbook is important, teachers and students can benefit a great deal from incorporating additional texts that will supplement the material in a fun and interactive way. Some examples of additional literacy texts are wikis, images, video, internet inquiries, etc (Vacca, Vacca & Mraz, 2011). These examples, along with many other literacy texts act as motivational tools that act like a “spoonful of sugar to help the print go down” (Vacca et al., 2011). In this paper, we will discuss some of these supplemental literacy tools that can be used for the first chapter of the geometry book in my observation classroom.
Dr. Tom Mawhinney did a masterful job at demonstrating exactly why that we needed not only data, but also fresh, accurate, and on-going data in order to properly assess children in order to plan exactly how we will be teaching them the subject matter. He introduced and demonstrated specific strategies such as baseline data collection, on-going assessments, multiple means of assessment, and well-planned instruction. Dr. Mawhinney challenged us as a class to create our own unbiased testing questions created by us from the Edtpa handbook. We then had to administer the test to each other and grade the test. We also had to grade each others double entry journals based on a certain rubric. This class was extremely challenging and required many hours of reading and rereading. Dr. Mawhinney was emphatic in his belief that all children learned and demonstrated what they have learned differently. He taught us that not only must we teach each child differently because of their own personal learning styles, but that we must also evaluate and document how each child is learning so that we can better plan exactly how we will be teaching them. Creating a
Student Assessment Procedures: Students will be assessed by completing the worksheet correctly. Also, there will be a vocabulary quiz at the end of Chapter 1.
When teachers support their students they use instructional strategies to address all individual students within their classroom: SIM, Eight Stage Model, accountable talk, gloss, obtaining different or easier text, directed listening-thinking activity, textbook aids, adapting texts, KWLs, and much more (Lapp, Flood, & Farnan, 2008, pp. 95-110). Along with specific instructional strategies to engage students, teachers need to tie new knowledge to previous knowledge both in and out of school, with “...intellectually rich activities that require problem solving interaction and active participation, and to make a connection and investment in a given activity to increase learner longevity and productivity (Lapp, Flood, & Farnan, 2008, pp. 118-119). Connectivity comes with the use of instructional strategies that include: Think, Predict, Read, Connect; Group Mapping Activity; Vocabulary Self-Collection Strategy; and Inquiry Projects. Inquiry projects allow students to become hands on in their learning as seen with a school garden to understand plants and how gardens create healthy foods which can get used by a school for healthier eating during lunch time (Lapp, Flood, & Farnan, 2008, p. 126). Whether a specific instructional strategy or a hands on experience engaging a students no matter what strategy proves important for the success of a
Increasing student engagement in instruction and learning while minimizing disruptive behavior will be accomplished by having students create learning goals related to their own interests and choices. At the start of each semester I will review with the students what they are going to encounter during the semester and we will brainstorm as a class differ...
Houston’ class provides evidence of a finely planned lesson. This is the biggest strength that Mr. Houston exhibits. Questioning techniques and informal assessments are seamlessly embedded into all areas of the lesson and students are always actively engaged. This is probably due in part to the fact that students anticipate the many assessment opportunities placed within the lesson. Students are attentive and are eager to show that they understand the concept. Many welcome the opportunity to share out in class and raise their hands to answer questions. The type of environment that Mr. Houston creates makes learning meaningful and safe for all students. This is a goal for many educators, and one that Mr. Houston has
Jan Chappuis, R. S. (2012). Classroom Assessment for Student Learning . New Jersey: Pearson Education Inc.
Sherley, B., Clark, M. & Higgins, J. (2008) School readiness: what do teachers expect of children in mathematics on school entry?, in Goos, M., Brown, R. & Makar, K. (eds.) Mathematics education research: navigating: proceedings of the 31st annual conference of the Mathematics Education Research Group of Australia, Brisbane, Qld: MERGA INC., pp.461-465.
This essay will look at the different types of assessment and whether the methods used within school X are effective.
...S. and Stepelman, J. (2010). Teaching Secondary Mathematics: Techniques and Enrichment Units. 8th Ed. Merrill Prentice Hall. Upper Saddle River, NJ.
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