Reflection In Reflection

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A Reflection on the Analysis Throughout this course we have learned many aspects of designing and implementing a variety of assessments. From the applications, readings and presentations it is important to be assessment literate since we use assessments and the data they provide for a variety of reasons and we need to communicate those results to our students, other teachers, administrators and parents. It is essential for educators to understand how to properly make assessments that will truly assess the desired skills, knowledge and understanding of the content, using standards, we are teaching them. Teachers that are assessment literate provide a better learning process for their students and have them be the center of the process, since …show more content…

Amirian, Pourfarhad & Nafchi (2016) described how assessment literacy is much more than just making an assessment, it is the ability to measure a learner’s skill and understanding of their own reflection and having them be a part of their learning journey. Assessment literacy does not only benefit the educators’ students, but also themselves. “Teacher 's awareness of the assessment requirements could lead to better understanding of the classroom activities” and “assessment literacy is a crucial element required by teachers for their own long-lasting interests” and both benefit the education of their students (Amirian, Pourfarhad & Nafchi, 2016, p. 998). From this course, I have become more assessment literate and feel it will make a great impact on my students because I can better align my standards and main objectives to performance tasks using different cognitive levels within my assessments. I can also provide a variety of assessments that are either formative or summative assessment along with assessments that are traditional and …show more content…

I find that if we take the time to dig into the standard we could make assessments that truly test the skills and knowledge addressed by each standard. By working backwards and starting with the assessment, we can then insure that the focus of those standards are being achieved within the instructional time and providing scaffolding activities for the students. The most challenging part for me developing exams are focusing on the main points of the standards. There are times I feel there is so many other parts or bits of information that are important, but I need to focus on what skills, knowledge, big ideas and enduring understandings I want them to get out of my instructional activities. As for rubrics, I use these for performance tasks on tests, but there are a lot of different situations when it comes to physics problems and some mistakes are worth a point or maybe a half and it is hard to include every one. Therefore, I need to just state if there is one mistake or two mistake and so on to address that predicament, therefore is based on a student by student basis which is a main focus when it comes to this course. From the knowledge I gained in this course, I will apply it to make my instruction more helpful “to identify strengths and weaknesses to make meaningful improvement” which is assessment for learning, and

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