One of the informal assessments I used was a performance task. I gave each student a handout with a lady bug and a separate handout with tens and ones. Each student has to make their own two-digit number using the tens and ones handout. On the bottom they have to write how many spots their ladybug has in total, how many tens their ladybug has, and how many ones their ladybug has. When they were finished they have to compare their ladybug with their table partner. Next, I gave them a large sheet of construction paper and both partners have to glue their ladybugs together. Once that was finished they have to write their sentence using greater than, less than, or equal to (academic vocabulary). This informal assessment is aligned with content-specific
Bess beetles range in size all the way from 21 millimeters to 80 millimeters. The beetles are named after the French word baiser, which means “to kiss”, due to the fact that they often make a smooching sound with their legs. They have a small horn that protrudes from their head, and use their antennae to drive them forward when experiencing new smells. Though the beetles may look quite menacing, they are surprisingly docile. They enjoy feasting on rotten wood, moss, and adult beetle fecal matter after it has been partially digested by bacteria. A scientific experiment was conducted to test these beetle’s pulling power in relation to their mass. The hypothesis stated,
In the article “When Mosquitoes Were Killers in America” by Lauren Tarshis, She makes the statement “Yet mosquitoes are far more than a nuisance.” What she means is that mosquitoes aren't a little bug that just sucks a little blood and can be annoying, but instead it uses all that and more. Mosquitoes have killed millions upon millions of people by spreading disease like malaria. An example of how she supports this claim is in the article, she says “ In this way, bite by itchy bite, 212 million people are infected with malaria every year” (Tarshis 13). And that is only a year with bug spray, shots, and all the other things that help stop mosquitoes. So when the U.S. government tried to save people from these murders little insects. So they
Ramona the pest by Beverly Cleary is a silly, exciting and fun book to read. Ramona is excited about the first day of kindergarten. But when she gets there it isn’t what she thought it would be like. Ramona is distracted about another classmate’s hair and can’t wait any longer to touch her hair. Ramona gets in trouble a few times but then gets over it. Her sister Beezus (Beatrice) thinks that she is a pest and everybody in her neighborhood thinks she’s a pest. At first when she starts kindergarten she loves her teacher but when Ramona gets in trouble a few times she’s beginning to thinks her teacher doesn’t like her anymore.
Forensic entomology is most commonly used in suspicious criminal cases. P.C. White (2010) suggests that insects are responsive to certain stimuli and from this we are able to capture an insight into an insects contribution to crime solving. We can determine many different aspects of a case by the presence of different insects colonising a dead body, blowflies for example, are the first to approach the body when its fresh. This is due to their preference of food sources. Ultimately, I will explicitly focus on the relevance of a blowfly at a crime scene.
Moreover, I learned the act of administering an assessment of this nature in a one-on-one setting. As a future teacher, I will need to assess my students informally, formally, and quite frequently. This particular assessment was great practice. Something to consider is completing running records in a
Stiggins, R. J. (2006, November/December). Assessment for learning: A key to motivation and achievement. Edge, 2, 3-19.
In the video, you can tell that the assessment was appropriate because the students were 100% engaged in the instruction. The teacher was able to create an assessment that allowed her to receive full feedback on how well her students comprehended the poem “Loo-Wit”. One way I would adapt this assessment is allowing the students to choose a poem they would like to discuss about. This acknowledges the student’s interest and I am sure the students will be even more involved in the whole-class discussion.
“A segment is a set of buyers who share common needs or characteristics”(Marketing by Tony Gray (2000))
Richard Wilbur's recent poem 'Mayflies' reminds us that the American Romantic tradition that Robert Frost most famously brought into the 20th century has made it safely into the 21st. Like many of Frost's short lyric poems, 'Mayflies' describes one person's encounter with an ordinary but easily overlooked piece of nature'in this case, a cloud of mayflies spotted in a 'sombre forest'(l.1) rising over 'unseen pools'(l.2),'made surprisingly attractive and meaningful by the speaker's special scrutiny of it. The ultimate attraction of Wilbur's mayflies would appear to be the meaning he finds in them. This seems to be an unremittingly positive poem, even as it glimpses the dark subjects of human isolation and mortality, perhaps especially as it glimpses these subjects. In this way the poem may recall that most persistent criticism of Wilbur's work, that it is too optimistic, too safe. The poet-critic Randall Jarrell, though an early admirer of Wilbur, once wrote that 'he obsessively sees, and shows, the bright underside of every dark thing'?something Frost was never accused of (Jarrell 332). Yet, when we examine the poem closely, and in particular the series of comparisons by which Wilbur elevates his mayflies into the realm of beauty and truth, the poem concedes something less ?bright? or felicitous about what it finally calls its 'joyful . . . task' of poetic perception and representation (l.23).
Position Paper on Assessment from the Third International Conference on Assessment for Learning. (2009). Third International Conference on Assessment for Learning. Dunedin, New Zealand.
There are a plethora of assessment types that are available for Mr. Bossley. First, is the more obvious choice, which are end of chapter tests. These tests can be given to the students at the end of each chapter to test their knowledge of the content. These tests can include multiple choice, essay questions, or even true and false statements. Second, Mr. Bossley can use portfolios to help track a student’s progress. Having a portfolio on ever individual student will help Mr. Bossley figure out where each student is at knowledge wise on the content being taught.
Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. . Retrieved October 15, 2011, from Association for Middle Level Education: http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx
Most people associate the ladybug with love, good luck, devotion of faith or even as something to wish upon, giving one hope of fulfilling an inner wish. They are also known for their beautiful red and black spotted bodies. There are about 5,000 species that are known to live in the world and 400 of those live in North America. That number could be even higher, if the beetle was able to stow away on vegetation being imported. They are the state insect of Delaware, Massachusetts, New Hampshire, Ohio, and Tennessee. ("Everything about Ladybugs") But the ladybug is much more; a creature that starts its extremely short life span as an egg could add and do so much for our world that without them much could be altered, including, devastation to our crops which ultimately would affect our food supply.
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