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Reflection on formative assessment
Key elements of formative assessment and how it meets its principal purpose
Key elements of formative assessment and how it meets its principal purpose
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As I viewed the videos I was constantly thinking about my school, I don’t see any of these strategies being utilized in my school. My school does not have a designated data team it is up to the content area PLC to analysis their own data. Until recently I was actively engaged in the Math PLC meetings and I know the only time data was analyzed was at the end of a unit which was too late. The team did not use formative assessments to make decisions, they used what we referred to as Weekly Skill Checks which could have provided vast amounts of data.
I know the teachers in my school feel just as passionate as those in the video. I do think we need to establish a data team to help with the process of breaking down the data. The PLCs need
This film is one that has faults, but is also very credible and a major wake-up call for those currently in power to make a change and help improve the schools of America, securing a better future for all.
Applying Figure 1.1 from Victoria Bernhardt’s (2013) book Data Analysis for Continuous School Improvement it is this evaluator’s opinion that Portage High School is at a crossroads as a school of compliance and a school of continuous improvement (p. 4). Of the nine area of evaluation, Portage marks five in the area of compliance and four in the area of continuous improvement. Hence, the assessment is that Portage High School sits firmly as a school focused on compliance. This is a strong reflection of the building principal that feels that the use of data is wasteful endeavor. According the principal, “The experts in our building guide our processes; data does not drive our school. It’s only purpose is to determine
Guided discovery, structured sessions, homework and collaboration. Socratic reasoning/questioning (open questioning). Challenging NATS (Negative Automatic Thoughts), challenging core beliefs. ERP (exposure and response prevention).
First, with all the money that is being put into public education, it needs to be distributed evenly. If public schools had similar resources and capabilities, students wouldn’t need to travel far to get a good education and this would solve many problems. An example of this from the film is when a Mother is speaking about her child’s experience at an open discussion. She talks about how her student loves music and music is taught at a one public school and not the other. Money is being distributed unequally and kids are being taken of opportunities that they could have a passion for. Another aspect that I agree with is that for things to change for the better in the future, everyone needs to get involved. Kids in these unfortunate situations can only do so much to speak up for themselves but it will only get them so far. Most of the students aren’t even able to vote yet so it is important the country as a whole is aware of these problems and learn about how to help. Students from everywhere need to feel that they are valued so they have the chance to
Objective: Students will recall conflict terms and prior knowledge of conflict and resolutions in various texts.
... They could pull out the school or district coaches and allocate them in the classrooms. Even when that was the original idea, the politics of schools changed the plans. For some unknown reason, the coach who started teaching that group, went back to her office and those students are been taught with videos, like the ones use in Florida Virtual School (FVS). The students do not have the opportunity to ask questions, to interact with a math teacher, or to create a positive learning environment.
Curriculum mapping within a professional learning community is a procedure for collecting and documenting what is taught in the classrooms. The focus on mapping is on units, content, skills, strategies, assessments, and resources that can be used to improve student learning and performance. According to Perkins interview with Jacobs, the key to curriculum mapping is that colleagues can share electronic data immediately so that everyone knows what is being taught in other classrooms today, last year, and in the future (2003). Technology makes mapping easier because educators can share and revise instantly. There are many ways that schools can make and use a curriculum map. Schools within a district can all participate in the creating and using of the curriculum map or one school in a district can write a map and then share it with other schools in the district depending on the size and needs of a district. Technology is helpful in both approaches and allows work to be done without the need for everyone to be in the same location at the same time. The process of curriculum mapping requires collaboration of knowledgeable teachers and administrators and is an ongoing process where all stakeholders reflect and revise constantly. The professional learning community (PLC) is an important part of the process because many can work together to create a better curriculum with a collective set of goals and reflective practice. According to Vdellhofen, reflective practice, collective focus of student learning, collaboration of clear and focused learning goals are all attributes to using PLC’s to map curriculum (2011). Schools are constantly trying to find ways to improve student learning and performance. Vdellhofen states that...
These are the skills and competencies I have learned through my studies at Walden University. Kaslow, Grus, Campbell, & Fouad, et al. (2009) stated professionalism comes from my respect for those who need help. Integrity can be built with confidence in the therapist. Attitudes are charitable, polite, caring emotions toward others that fuel my motivation toward helping. This concern welfare of others comes from my religious and personal experiences as a child and young adult.
... there is no doubt that it will be used as an educational tool and just as there are concerns now, there will be concerns then. I believe that in the following years physical classrooms will be a thing of the past, with virtual classrooms becoming the norm. With these virtual classrooms there will be even more cause for concern, and if they do become the norm who knows what other sources of distractions there will be.
The planning in PLC’s contributes to providing a structured framework that includes reflections and evaluations. Furthermore, the PLC meetings builds a culture that supports collaboration and helps to develop shared beliefs. For instance, teachers at my school have one day a month to go into another teacher’s room to observe or demonstrate a new activity that they had plan together. In addition, teachers use questioning or exit slips to see if the lesson or activity as produce the desired learning (Collaborative Planning, 2016). Teachers can be the students by role playing. During the PLC’s, the teachers can model behaviors, how to anticipate how the content writing based instruction with students because teachers are acting like the students in the PLC. Doing this helps teachers to see why students are not motivated to write and then figure out together as a team to incorporate cooperative interaction between faculty and students. The teachers work together as if they are the students. Next, the teachers take the new information or lesson and model and use it with students in the classroom and allowing others teachers to come in and observe. Afterwards, we will debrief with each other and see what worked and what did not. The meetings are important just as an actual observation. Also, after the debriefings, a writing coach work with teachers in a day-long. Today good teachers are in classrooms, but to be a great educator, one needs to be able to study, be reflective, practice and lots of hard work. Professional learning communities are only one method for teachers to gain knowledge. It is necessarily important that teachers have high-quality PLC’s because it not only for teachers but students as well. By engaging faculty and students in active learning, allows everyone to have a stake in the education. Sometimes it is not just working
Slide 6: I think this slide is important because as future teachers, we need to look out for these at risk students. As future teachers, I feel like we should try to get to know our students as much as possible
How well the official methods work will depend on their availability, how they are presented and, how well the values and ethos of the school are understood and believed in by the staff and
Describe indirect and direct assessment methods of data collection to help identify when, where, and why challenging behavior occurs. The indirect assessment methods of data collection occur when data is gathered from individuals who know the child well or work with them in an educational setting. This can be done through many different ways, such as by conducting interviews and utilizing rating scales. Some examples that are highlighted in the text are the Functional Assessment Checklist: Teachers and Staff (FACTS) and the Teacher Team Questionnaire.
Ables uses a tactic throughout the majority of the documentary that sticks out like a sore thumb once it’s noticed. A ton of information is being dumped on the audience at once, and at first, it’s an excellent way to make them feel sympathetic and understand how badly the United States school education system throws off the lives of its victims. However, after the initial shock subsides, the routine grows redundant. It simply feels as if certain phrases are being repeated over and over. Ables works so hard to prove her point through the interviews and sad anecdotes that she perhaps goes too
...ides to come together and implement a plan for better practices in assessing the performance of the nation’s teachers and its students.