Chelsie Vogel (Slides 7-8):
Application of Assessments:
I will explain that as teachers, it is imperative to decided on what knowledge or skill needs to be assessed. After we define our objectives, it is time to ask ourselves, “Which type of assessment will be most appropriate?”
Group Discussion: I will then ask the class to share how they have determined which type of assessment to use in past lessons.
I will then explain and go over three guidelines to consider when creating a performance assessment.
The selected performance should reflect a valued activity. This type of assessment sends a message to students about what you value most and want them to learn. The completion of performance assessment should provide a valuable learning
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Chelsie Vogel (Slide 9):
After we have discussed guideline that apply to multiple formats of performance assessment, we expand on the types of presentations these forms involve.
Demonstrations require students to show what they know and is usually a closed-response tasks, meaning there is one correct or best way to complete the task. Examples include tying a shoelace, line up for a fire drill, and use a microscope to view slides.
Experiments use inquiry skills and methods to make estimates, predictions, gather and analyze data, draw conclusions, and present findings. Examples include texting sink or float objects, growth conditions, and steps needed to create an electrical circuit.
Oral presentations allows students to verbalize knowledge and use oral communication skills. Examples include interviews, speeches, skits, debates, and dramatizations.
Exhibitions are a public performance that demonstrate what has been learned over the course of a unit and motivates student engagement. Examples include science fair projects, racing vehicles, and arts & academic
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Group Discussion: I will ask the class which one of the performance assessment stood out to them in the video and why?
Chelsie Vogel (Slide 11):
Next I will be talking about another type of performance assessment; Projects. Projects are activities completed over an extended period of time that result in a student product of some kind. Examples include a model, function object like a map or diorama, reports, or a collection of artifacts.
Projects can be completed individually or as a group and assesses academic learning goals, how well students work together cooperatively, and individual accountability.
I will identify four conditions that need to be met when effectively using projects as a form of assessment:
Goals and objectives must be clearly communicated via written instructions or a rubric that outlines grading criteria.
Each student must have equal access to the resources need to create an excellent final project. Including computer access and materials.
Keep students on track through intermediate deadlines, progress reports, and helping students overcome obstacles that might derail
objectives vital to the successful completion of the project (history would prove otherwise). In addition,
Evaluate and recommend any actions that will ensure the safe, equality, rationality of the assessment methods, sampling judgments and decisions that have been put forward.
Large and small businesses, governments, and schools strive to build the next new gadget, manage resources more efficiently, and teach or train in more creative ways. If they set out blindly on a task without proper oversight and thought about the process, then surely the result would be a dismal failure. Project management enables these entities, and various others, to carefully consider the many variables before, during, and after the project actually takes place. Project management refers to the careful planning, organization, and management through a single one-time activity. Projects are non-routine tasks that are set out to be accomplished for a specific amount of time (Trelles-Duckett & Lonergan , n.d.). Projects have an absolute
1. Objectives: The following points must be considered while formulating the objectives: (a) Clarity on behavioral objectives of a lesson. (b) Translation of general objectives into behavioural objectives. (c) Available time of instruction.
...t the last year of high school would be less agonizing without a laborious issue such as a Culminating Project, to attend to. Therefore, these points have been covered: what the project is, examples of different advocators of the project, and the different viewpoints of why it is useful verses why it is not. Hopefully, this can change the ideals and opinions of the administrators and enforcers of the Senior Project, to consider what a hindrance it is.
For example, in the cell analogy poster presentation, a performance assessment will be used to assess student’s performance. It is important to acknowledge how student’s emotions about science can have an impact on how well they present their cell analogy poster. Students who already lack confidence about their abilities in the area they're being tested on or even students who have anxiety with speaking in front of the whole class can have a hard time articulating their knowledge and comprehension of the topic to the class (Frisbie,
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.
Having students teach each other is a way to promote a deeper learning of the content. Teaching to others promotes independence and confidence. This activity also improves the student’s public speaking skills. It also is a good stepping stone to the necessary presentations and performance assessments. Performing for an audience that will actually provide feedback is a new concept for most. This is an area that will need plenty of positive reinforcement and skill development. Doyle provides performance assessment options and a guide for building a rubric to aid in the development of this
Project-based assessments can be both stressful and helpful. First, students tend to be too tired, stressed, and irritable from staying up to finish the project for the assessment to think clearly the next day. It adds extra pressure to the students, and it forces them to stay awake at inhumanly late hours at night to finish. The students are not just students; they have extracurricular activities, usually ending later. They also need time set aside to spend with family.
Dr. Rovelina Bucao-Jacolbia of PUP-Manila stated to her study that Demonstrations are practical presentations of processes/procedures/skills which are designed to illustrate theoretical principles. Demonstrations require careful sequencing, oral and visual explanations, appropriate illustrations and opportunities for students to pose questions and clarify problems. Demonstrating the topic is not just executing it but also applying the learning through lecturing while doing I nor lecture before demonstrating
If the project is difficult, student relationships may begin to fall apart. But, if you make it too easy, then little effort will be make to create a meaningful
When a team sets out to do a project, the whole group wishes to agree on a way to judge the high-quality of the final product. The performance and outcomes requirements that the organization units for itself have to be used to help motivate the group to acting at its peak stage.
I believe that education should be looked as as a desire to acquire all possible knowledge, not as a requirement or something that can be formally examined by standardized tests. There are numerous ways that children learn and I want to be able to encourage as much learning as possible for each child. I believe that using many methods of instruction is the most effective way of teaching to these various ways of learning. These methods include group work, hands-on activities, buddy work, etc. Assessment of children should follow the same idea. When children get the chance to perform on different assessments, they can adequately show their strengths and weaknesses. I do not wish to rely on tests only to assess the students in my class. Some types of assessment that I think should be inlcuded in a classroom are journals, presentations, projects and interviews. I also think that the classroom should be run with the help of the children. By distributing jobs among the children and everyone participating in the classroom, the students will form a sense of togetherness. This will eventually create a community within the classroom. I feel that this community of learners is essential for the students to perform effectively and efficiently. They will feel comfortable in the environment and will not be afraid to take risks or ask questions. The teacher will also be a member of this community and will not be seen as unapproachable or as the only leader.
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
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.