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Reflection being a teacher
Strengths and limitations of reflection for assessment
The role of teacher reflection
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The value of assessments cannot be understated, as they are the instructor’s tool in assessing the knowledge attained by the learner. Assessment strategies can vary in significance and difficulty, as there are a plethora of strategies that an instructor can utilize to monitor the student’s level of knowledge in the subject and growth over time in the class. However, assessments can also be used for other practices and just only assessing the learners acquired knowledge over a set period of time. Assessments have the ability for educators to reflect on their own teaching practices and test whether they are being effective. Coinciding with that, diagnostic assessments have the ability to not only assess what the learners already know, they also have the ability to assess misconceptions or identify learning style preferences. Therefore, assessments have a great value in the education field, as they can serve multiple purposes that can both help …show more content…
To be an effective teacher, one must continually reflect on the implementation of their assessment practices and establish a well-developed arsenal of assessment practices. There are many aspects an educator must keep in mind when constructing an appropriate assessment practice for his or her learners. If an educator maintains a fair, balanced, well-developed, arsenal of assessment practices that has student input, he or she is well on their way to being an effective teacher. However, to maintain being an effective teacher, educators must continually reflect on the assessment aspect of learning and be able to grow as one learns. Once one becomes a teacher, learning is not over, as each and every day should be a learning experience the educator and assessments can provide a detailed analysis of what the educator must work on and while doing that, assessments can then be used to assess a learners growth over
The Australian Curriculum, Assessment and Reporting Authority [ACARA], describe the content and the achievement standard that each Year level is required to achieve for the purpose of monitoring student progress (ACARA, 2012). This is underpinned by the standard “5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning”. As a pre service teacher, I have been involved in delivering many diagnostic and formative assessments throughout my practicum such as observations, explicit feedback, peer feedback, questioning, written and oral activities. Therefore my assessment practice will continue to include assessment for learning known as formative assessment and assessment of learning known as summative
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
To ensure good quality and coverage of health services, facilities can conduct self-assessment by analyzing and comparing the actual activities against plans made and targets. The analysis of quality of health services refers to quality of the best possibility treatment patients/clients receive. This requires the reference to the protocol and guidelines for standardized treatment. For example, the proportion of children under one get the correct vaccines at the right intervals. The analysis of coverage suggests the number of patients/clients receive a particular services compared to those who should have received it. For example, how many children under 1 year old are immunized?
Self-assessment tests have been around for as long as I can remember. The first self-assessment test I took was when I joined the Navy. I remember thinking what in the world does any of this have to do with joining the military. I soon discovered that it tested more than mental aptitude. It really showed mental, physical, and social traits that one possessed when put in situations that they had no control over. The tests are designed to gauge where one will be when stuck in a situation that they cannot get out of like out to sea on a boat or submarine for six months at a time. These tests, no matter which one you take, are as individual as the person taking them.
"If a man empties his purse into his head, no man can take it away from him. An investment in knowledge always pays the best interest.” This quote by one of our founding fathers, Benjamin Franklin, suggests that education has always been greatly valued in life. However, the escalating cost of higher education, among other reasons such as lack of motivation and financial aid, is causing many to question the value of continuing education beyond high school. Many wonder whether or not the time, money, and devotion will actually pay off in their futures. However, educating our American citizens is what will ensure the future success of our country as a whole. Continued education is nearly a necessity for individuals in this day and time.
My interview with mechanical engineer Benjamin Rashford went as planned. I felt that I got plenty of experience that I wouldn’t have been able to gain without this interview. During the interview I made a great deal of observations. One of the thing I noticed was that as mechanical engineer, He wasn’t used to a one on one confrontation with someone. He was more used to performing in teams and not sitting in a room with one person. But he explained to me that these are very important in any career fields and would deem useful in my future. He thought that today youth believed that if you are a stem major then communication are not that important and tried to explain how communication has helped him become
Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan, 2011). tests can tell us a lot about students and be used to inform and guide teaching, rather than simply to determine grades. Teachers can learn a lot from test results if they analyse the data generated to inform their teaching and learning programs (Perso, 2009). However, high stakes tests may result in students becoming stressed, leading to misreading questions, careless working and incomplete answers (Booker et al., 2010).
According to Grevells (2012), assessment should be planned for and carried out on an individual basis. Assessment planning should be a two-way process (Shannon & Wavers, 1949) between me and my learners. I plan what I am going to do and learners need to know what is expected from them. If my learners are all working towards the same assignment or an assessment strategy, I agree on target dates or criteria for completion and discuss any specific requirements my learners may have. The Principles of assessments are consistent, accessibility, detailed, earned and transparent. Think about these theories and principles of assessment I designed my assessment strategies. For example, in my teaching practice I use assessment strategies resembling to
Well I guess I’ll start off this paper by being outright honest. I have never done this type of self-assessment exercise. So I’ll start this paper off with what exactly this type of self-assessment is. These types of self-assessments are meant to help show the individual (me) where my strengths lie and also where my weaknesses are as well so that I may try and lean on my strengths while improving on my own shortcomings. Essentially the Johari Window four regions model that we learned about is a great tool for this assessment. The first region is also known as the open area, which essentially means that this is what is known by the person about him/herself and is also know by others. The second region is known as the blind area in which this is information unknown by the individual but is known by others. Which could be behaviors that an individual does but does not realize that they are doing them. The third window is known as the hidden area. This area is essentially information that only you know about yourself and others do not. The fourth area is known as the unknown area. It’s known as that because this is information that you and others do not know about you. It’s when you take a look at these four areas and see your strengths and/or weaknesses are at and if you allow yourself to become open to feedback you then can improve on your own shortcomings and become a better leader.
Assessments are according to Edglossary.org (2014), “the wide variety of methods that educators use to evaluate, measure, and document the academic readiness, learning process, and skill acquisition of students”. Assessments can be used to identify several important aspects of learning and development. First, they can be used to distinguish a child’s strengths and weaknesses as well as measure specific knowledge and skills. Assessments can also be used to demonstrate what a child has learned and what they understand (“Assessment,” 2014). My opinion of assessment has not changed; however, now I understand how to use assessments that will help ensure that I am providing the most benefits for my students.
It is important that teachers give children a fair chance to show their knowledge when assessing. “The purpose of assessment is to provide feedback that can be used to improve student performance” (Orange 2000). Teachers assess children to ensure that they are understanding the material, and to make sure they are learning. For young children, tests should never be the only criteria for assessment. Instructors should always make sure that their assessment is fair.
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
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.