Examples Of Reading Reflection Assessment

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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. Which of the above principles seems most important to you? 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 conv... ... middle of paper ... ...ty to plan instruction using elementary level evidence-based strategies for the development of social skills, communication and behavior, including social stories, peer tutoring and cooperative learning, for individuals with mild disabilities; 9.Understand and identify methods for monitoring student progress, and evaluating the results of instruction in general education settings; and 10.Identify and understand assistive technology to enhance communication skills and accommodations in the general education classroom for students with disabilities. 6. Rank these from highest (1) to lowest (10) indicating what you know the most about. An easy way to do this is to change the number in front of each item - OR you can re-arrange the list of objectives to make a new list from 1 to 10 – either way is fine. Give a reason for both your highest and lowest items. [2 points.]
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