In the world of education, assessments play an integral role in student learning. To get the most out of assessments, they must be aligned with the standards, accurately measure what students know, as well as promote student learning (McTighe and O’Connor, 2005). In order to do this, it is important to include students in the assessment planning process. This should begin at the beginning of a unit with the pre-assessment and should be carried throughout the formative and summative assessments. Dr. Anne Davies believes that “when students are involved in the assessment process, they are more engaged and motivated, and they learn more” (Davies, 2007, p. 31). In my interdisciplinary unit, I attempt to include students in every stage of the assessments …show more content…
Allowing students to be self-directed learners helps feed-forward learning. Costa and Kallick (2007) believe self directed learners are “self managing, self monitoring and self- modifying”. In order to help students become self-directed learners, assessments must give students the opportunity to be active participants in their learning. My second formative assessment will be a short answer paragraph response question that allows students to drive their learning. This assessment will require students to answer writing prompt by using persuasive techniques and then reflect on their work. Reflecting on their thinking, their work and the skills that they learned helps students to become self-directed learners. The writing prompt will ask students to persuade an audience on the benefits or detriments of voting for a particular candidate. Before completing this assessment students will view the persuasive rubric outlined by the state of Texas. The expectation for how persuasive writing should be done will be set at this time. Once students have completed the short answer response, they will be asked to assess both their work and the work of a classmate using the same originally viewed rubric. Students will write four notes in the margin. Two of these notes will identify skills done well. The other two notes will identify skills that need to be improved. Both comments will be based on the descriptors in the rubric and will help student to set learning goals for themselves. Once students have reviewed classmates work, they will review their own and develop a plan to improve on their identified
I am always a little nervous and hesitant when I begin writing an essay. Ever since I was little I was an honor roll student, passed all my tests, was placed in honors and AP classes, and eventually graduated a year early from high school. I used to be so confident when I would begin writing a paper, I could finish it within a couple minutes. During junior year of high school, I began taking duel credit classes. I was passing all the classes so far until I reached English 111. It was an 8-week course and I started to get overwhelmed. All throughout the course I was having a little bit of trouble on the essays. I would still receive a passing grade, but it wasn’t an A. I began becoming a little discouraged and didn’t understand what was going
Stiggins, R. J. (2006, November/December). Assessment for learning: A key to motivation and achievement. Edge, 2, 3-19.
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
Up until this year, before taking the class intermediate composition, I thought I was a terrible writer. I was right. Writing isn’t something that I enjoy doing, nor am I good at. Writing is difficult for me because I’m not very good at explaining things in a professional manner, that can be easily well written. While writing you are expected to make little to no mistakes, which is not something I’m great at. I am so much better at explaining things with verbal words rather than written words. I had not taken any extra writing classes before this year rather than the mandatory ones. Like I had stated before, I hate writing, with a passion. I dread writing anything, especially an essay for school, like this one. I’m
Writing essays was never my forte, it just never came easy to me like it would to others. Since other subjects came easy to me and I had to focus more than others on writing, I had a negative attitude toward the process as a whole. During this summer semester, I was able to grow as a writer, and gain a more positive attitude toward how I write and a better feel for writing in college. Writing a paper is a process in which there are many different stages. In high school I would never write outlines or any sort of pre planning work. Other struggles I encountered in my writing were my theses, and framing quotes.
Multiple essays have been formulated during the duration of Composition 1. These essays have taught me an important lesson about my writing, failure is acceptable in order to grow. On the other hand, I made an important discovery last year that I want to study journalism and advance further in that field after college. From taking journalism classes, to blogging in my spare time, to always getting an A on my papers, I thought I had no room to improve. I was mistaken. Therefore, because of the rigorous essay work each essay brought, I learned more about how to write different pieces and grow from my “failure”.
Initial Reflective Essay When I first thought of what I wanted to do with my life after college, the first thing I thought of was helping people. The next step in deciding what I wanted to do with my life was to examine how I could accomplish this goal. I started pondering and I was thinking about how much I love to take care of my body. Health care and personal hygiene has always been an important factor in my life. So I decided to major in Health Sciences.
I used to believe that I was one of the few unfortunate people that were not blessed with writing a well thought out paper in a brief amount of time. However, from class discussions and reading assignments such as “Shitty First Draft”, it became clear that writing does not come easy to anyone. Learning this piece of information has brought to my attention one major flaw of my writing process: believing that only proofreading my first draft will result in an excellent final draft. Instead of taking time to create a “shitty” first draft, I spent long hours trying to formulate my thoughts so that my first draft could be a great quality paper. Because of this, I would get frustrated when writing if my
In essence, multiple essays have been formulated during the duration of Composition 1. These essays have taught me an important lesson about my writing, failure is acceptable in order to grow. On the other hand, I made a vital discovery last year that I craved to study journalism and advance further in that field after college. From taking journalism classes, to blogging in my spare time, to always getting an A on my papers, I had the assumption there was no room to improve. Ironically, I was mistaken. Therefore, because of the rigorous essay work each essay brought, I learned more about how to write different pieces and grow from my “failure”.
In the article Seven Practices for Effective Learning by Jay McTighe and Ken O’Connor, several assessment and grading practices are presented. Characteristics of summative, diagnostic, and formative assessments are outlined. Based on these categories, descriptions of each practice is provided and compared with other typical forms of assessment typically used by teachers in the category. Justifications of how and why the practices enhance student achievement are also revealed.
Assessments are an important part of teaching. Assessments are a good way for teachers to monitor students’ learning and understanding. Knowing students’ level of understanding can help teachers improve students’ learning and guide their instructions. In the future, I plan to continue assessing students in multiple ways such as, asking questions, illustrations and writing to adjust my instruction. I also plan to encourage students to assess their own work so they are involved in their own learning as well as look for ways to “employ technology to support assessment
Through the use of Extrinsic Proofs, I can include myself as a Proximate Authority. Through this authority, I will know about the Common Core based off of being present while it was administered to schools. The Common Core was started in 2009. This method was a way that educators could make sure students around the country are learning the same. This meant that a student in California will learn the same things that a student in New York would. The fact that 20.2 million people are attending college as of 2015, means that when the speech is delivered in 5 years t hat number should be hitting the 50 million range. The Common Core sets standards that are good enough to get a student through their first year of a college credit English course. Being part of the product of the Common Core makes me a
There are different methods and uses of assessment that are used in the Education system, the reason for this, is that not all assessments serve the same purpose for its methodologies, the feedback that learners receive needs to correspond with the purpose of the assessment. (Sieborger, 1998)Thus educators tend to make use of multiple assessments to establish a fair and just measurement of the learner’s capability. This essay will extensively describe and analyse the tensions between the two methods of assessment: Summative assessment and Formative assessment and further reflect on their ability to integrate.
Students need 21st Century skills taught in the classroom, to prepare them to be competent adults (Caleb, Mazanai & Collen, 2014). Authentic assessments will help this become a reality. These assessments imitate skills students will need. They learn to demonstrate learning outside of a paper test to create a project or presentation (Boss, 2011). The chance to use knowledge and not rely on memorization gives students the opportunity to delve deeper and put their knowledge to practical use. Allowing students to show that they know helps promote student learning (Edutopia, 2010b). Many schools are so concerned about making AYP they fear the time spent on these assessments will take away valuable class time. This is not true, the time and energy
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.