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Personal and professional development reflection
The impact of reflection on my own personal and professional development
Reflection for personal development and/or academic learning
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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 gave students multiple ways to express learning or gave them a say in how they could show what they knew, more students were engaged. More to the point students were learning” (p. 1). In The Reading Specialist: Leadership for the Classroom, School and Community, Bean (2009) also concluded that there is a quite a misunderstanding when it comes to understanding the term, ‘assessment.’ …show more content…
As educators, we need to know the skills and concepts our students know and have mastered. Their strengths give a base of their knowledge and where we can take them from there. We would not be able to know their strengths as long as we are constantly testing for weaknesses. Creating assessments that test what they do know helps us develop lessons and activities to help them with their weaknesses. Tomlinson (2007) states, “I had most often been on the hunt for what students didn’t know, couldn’t do or didn’t understand. Using assessment to focus on student interest and learning preferences illustrated for me the power of emphasizing what works for students” (p. 4). Identifying and understanding student interests and learning styles or preferences allows you develop meaningful and engaging lessons, activities, and projects that will enhance a student 's strengths and work on …show more content…
The implementation of chrome books and the use of Google Documents and Google Classroom have really worked well in engaging the students in various lessons, activities and assessments. Through their chrome books they are able to complete assignments and create projects to submit for review. My students enjoy the maturity of the chrome books, and it has been an excellent assessment tool in my classroom. For example, I was able to create a Classroom Blog. Through this Blog the students able to answer my daily questions about a skill, topic, or concept we covered in class that week. It is the only homework assignment I give on Fridays. The student have the entire weekend to craft an answer and well as respond to their peers, much like we do through our Canvas Discussion assignments. I found that the students were able to express what they learned, enjoyed and any remaining questions they may have about what we learned that week. They are asked to provide examples and proof of what they learned, so I am able to view their work and reflect on my teaching of the skills, topic or
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
After taking the Personal Assessment Literacy Survey, I learned a lot about myself and what I do know about assessments, and what I don’t. This survey allowed me to reflect on the process that I take to plan, develop, and administer tests in my class and what I need to do with the results. When I went through the criteria of all of the topics in the survey, I honestly did not know what the survey was talking about or what it meant. This was really concerning to me because I like to think that I do a pretty good job when it comes to instruction of my class and how I assess their knowledge of the material. I learned from this survey that there are a lot of things I do well during assessments and that there is still a lot that I need to learn to be an effective classroom leader.
They allow groups to work together by sharing documents on Google Drive. That way, multiple students can work on the same document at the same time. They can even work on it when they’re at school. Chromebooks also let students receive assignments from teachers on Google Classroom. It shows you the due date for each assignment to make sure you turn it before the deadline. Students can attach their work onto Google Classroom and submit it in just a click or a button. Students can also send their teacher questions on Google Classroom or Edmodo about homework and projects from home. They can get advice and suggestions, or have their teachers help clarify the
My mission is to use my degree in Curriculum Instruction with Instructional Technology with my classroom. In doing so I am committed to being consistent, agile, reliable, and accessible to all. I want to continue to teach through technology while encouraging creative and critical thinking. While using chromebooks in the classroom the students will be able to complete online assignments that will be assigned throughout the year. For the students that need extra help they will be able to work on individual assignments. The programs that I am using this year are Prodigy and Mobymax. Prodigy allows students to play and learn math to strengthen skills that they are lacking. Mobymax allows the students to see how they are progressing in all subject
Stiggins, R. J. (2006, November/December). Assessment for learning: A key to motivation and achievement. Edge, 2, 3-19.
Assessment is defined in the Merriam – Webster Dictionary as “the act of making a judgement about something” and thus connotes a worthwhile activity based on sound, careful thought. In Education, assessment has been variously defined as “any systematic method for obtaining information from tests and other sources, used to draw inferences about characteristics of people, objects or programs” (AERA, APA, & NCME, 1999, p.172); “any purported and formal action to obtain information about the competence and performance of a candidate’ (Schuwirth & van der Vleuten, 2014. p.243). Generally, assessment has three purposes. First, to determine what students do and do not know,
There’s nothing worse than to have students sum up all their knowledge, skills, thoughts, talents, and abilities into one multiple-choice test with one “right” answer. This is why assessments must encompass more ways of evaluating students than a paper and pencil strategy that does not account for the various competences of every student. This is one of the many reasons why standardized testing has been undoubtedly one of the most controversial topics in education to date. With this being said, there are alternatives to standardized tests that involve different opportunities including portable portfolios, performance exams, exhibitions, and/or recorded sessions to better “test” a student’s knowledge and abilities.
make it work? In C.A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning
I always help students identifying their learning and progress and give them feedback. Students need to be aware of their achievement and progress. I adapt practice and plan further learning, this will make the assessment meaningful and effective as it will answer to the learner needs. 6.3 Use types and methods of assessment, including peer and self-assessment, to: - Involve learners in assessment - Meet the individual needs of learners - Enable learner's to produce assessment evidence that valid. Reliable.
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
It is important that teachers give children a fair chance to show their knowledge when assessing. “The purpose of assessment is to provide feedback that can be used to improve student performance” (Orange 2000). Teachers assess children to ensure that they are understanding the material, and to make sure they are learning. For young children, tests should never be the only criteria for assessment. Instructors should always make sure that their assessment is fair.
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
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
We need to continuously assess and evaluate our students so we can set appropriate goals for each student and individual instructions. Each child learns different, so as a teacher we need to have different styles of teaching for positive reinforcement.
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.