Investigating Students' Measuring Skills I have decided to test a group of pupils in order to investigate if there is a difference in ability to estimate the size of an angle and the length of a line. The factors that can be looked at are as follows: - · Set · Gender · Location of line / angle In order to test all these factors I will need a range of pupils selected at random from a range of sets. I have decided that 18 pupils, selected from three sets will be appropriate for my investigation. I will select 6 pupils, three male and three female, from sets 1, 3 and 5. The quota of eighteen pupils I will use from the sets will give me an appropriate, representative sample. Since there are three different ability sets of pupils (sets 1, 3, and 5) that are to be tested, with a wide gap between them I should be able to see clearly from any graphs and tables I draw any results trends or patterns which may suggest that the intelligence of a pupil does affect there ability to estimate the length of a line and the size of an angle. I have selected an even number of male and female subjects for my investigation with the same number from each ability set of pupils, using this information and results I collect I should be able to draw conclusions upon whether the sex of a pupil determines there ability to estimate the length of a line and the size of an angle. I aim to also see if the location of the line or angle determines a person's ability to estimate the length of a line or size of the angle. I propose to do this by placing various lines and angles within... ... middle of paper ... ...g making the results more reliable. If I had more time I would be able to cover the whole investigation in much more detail and look at the variables, which were stated in my plan. The conclusions, which were made, are true for the lines that I used in my investigation and the males and females, which were tested, in my investigation but I can't say that these are true for all lines and all males and females. Further investigations would have to be carried out to prove my conclusions. If I were to do the experiment again I would use a stratified sample, as this would be easier as a quota sample took a long time to put together. I would try discovering whether ability sets affect a person's capability estimate. I would also ask a larger number of male and females to see if gender does affect the ability to estimate.
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
15) Yes it was used correctly. They gathered their information from the patients by directly asking them. Although some of the patients responses were incorrect, they method used to obtain the information was still correct.
many tests are used to gauge basic skills." Education Week 14 Nov. 2012: 8. Opposing Viewpoints in Context. Web. 10 April 2014.
I have always had a keen interest in observing children as they play and learn and using the observations to support the child’s growth. This is partly based on my past professional experiences and observations of my own children. I believe that my other strength in assessment is in analyzing data and using the data to make decisions. While I feel, this area is a strength, my exposure to the vast array of assessment tools used to support student learning has been
Research carried out by Ofsted (2011) shows that, assessment improved a practitioner’s awareness of a child’s strengths and weaknesses. Subsequently, this had a positive influence on their planning, as they were able to differentiate and offer adequate support for children. Ofsted believes it to be the best way to improve pupil’s attainment (Ofsted, 2011).
In this investigation several measures will need to be done to make sure that the results I get will be precise. From the planed method I can work out what will need to be done to achieve the best results possible. I will also need to think about what other factors may vary my results to someone else’s and how this could be improved.
Students are being tested on elements that were seen on their pre-test. More specifically, the students are being tested on elements of the pre-test that they did not score well on. After more than four weeks of instruction on these elements, this assessment will project the evidence of student learning in regard to five specific learning goals. I will collect this data by having students complete the test with their answers for this assessment. By using a multiple choice test, students can receive immediate feedback on their assessment because a machine automatically tabulates correct and incorrect answers as the test is fed through the machine. My rationale for this data-collection method is based on the fact that it provides immediate feedback to the students and myself. Quick turnaround is essential when evaluating the evidence of student
Assessment methods – some centres would have standardised format in place for you to follow when assessing learners. This will usually tell you what methods to use to assess various units and what level of flexibility you are allowed as an Assessor to make changes where required.
...properly do this. Depending on what the lesson was, will depend on which method you would use. There are some objectives you want to look at when deciding on the test procedures and material. First you want to make sure that the intent is specific. You want to make sure that the action you want accomplished is well understood. Then you want to make the outcome measurable. You want to make sure you can properly grade the results on quality and quantity. You will also want to make sure that the assessment is achievable. Is it reasonable to finish with the specified amount of time given? Next is, is it realistic to accomplish. Is the assessment a realistic goal that the student can accomplish with the information he/she was taught? Another factor you will want to look at is the time you give to accomplish the task. Is the evaluation a fixed time or is it opened ended?
Assessment, in the context of education, was defined by Lambert, D (2000, pag 4) as the processs of gathering, recording and using information about pupils' responses to educational tasks. Despite some can consider that assessment is separated from the learning process, assessment is, in fact, an essential part of the learning proccess. Maguire, M. and Dillon, J. (2007, pag 213) pointed out that assessment is intrincately bound-up in the teaching-learning cycle.
+Analysing outcomes of the test and summarize it with some theories of need and motivation.
Students will identify the correct how to find the area of circles. We are going to do this first by deriving the formula for the area of a circle ourselves. Students use these operations to solve problems. Students extend their previous understandings of finding the area of a shape: This learning goal meets the Common Core Standard CCSS.MATH.CONTENT.6.G.A.3. The students are going to learn find the area of only the doughnut, excluding the hole in the middle. For the formative assessments during the teaching of this unit, I will keep an observation log, where I note any student progress, whether it be positive or negative. I believe it will be important to record observations any time a student has difficulty with a particular task. For example, if a student has trouble solving the problems with the formulas. to purchase an item, I should write down particular actions, attitudes, and behaviors that stand out, as well as the specific issue. Any time the students are doing independent work, I will monitor the learning activities and record observations.
Educational accountability in the United States has a great impact on public school assessment practices. There is a tremendous amount of pressure on schools to demonstrate academic progress; this pressure is mainly in the form of standardized testing. Currently the assessment practices that are used are traditional and non-authentic forms of assessment that reveal only if a student can recognize or recall what they have learned. In an effort to redefine learning in our schools, emphasis needs to be placed on authentic educational assessments and standardized testing to improve student performance. An assessment should reflect real world applications of how knowledge and understanding are used. Assessments based on situations that are relevant to students' own experiences can motivate them to give their best performance.
When testing a child, make sure that the testing method used is appropriate for that child. For example, if giving a test that relies on visual aids to administer the test, it is important that the teacher is certain that all the children have good enough vision to clearly see the aids. When assessing young children in particular, it is important to look for more than simply right or wrong. An in-depth look is necessary to see what the children really know before giving them a poor grade. Children’s work needs to be critiqued in more than one way to be sure that they really do or don‘t understand.... ...
For many years, school systems and parents all over America have been asking- does high school testing measure a student’s knowledge fairly, accurately, and do they benefit the student. The tests do not accurately measure a student’s true academic ability. Furthermore, testing does not always fairly measure a student’s knowledge. High-stakes testing only adds stress to a student’s life. Studies have proven that testing is not beneficial to a student’s educational growth. Testing in high school is affected by different factors; therefore results can be unreliable and not beneficial to the growth of students.