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Final Thoughts for 5013Q: Research and Assessment (Week 4 (An incredible…
Final Thoughts for 5013Q: Research and Assessment
Week 1
:<3:
Practicum Connection: I have been very fortunate to work with a diverse group of learners throughout my practicum placements, including students with autism, ADHD, IEPs, and those experiencing severe trauma. The diversity of students means that we must use a variety of assessments in order to gain a more "reliable" and "valid" understanding of the
whole
student. :star:
Exit Card Insight: I learned that feedback is most beneficial when specific. :pencil2:
Why would we want to change how we grade?
Simple: grades are so imprecise that they are almost meaningless (Marzano, 2000, np).
:check:
“Evidence of student achievement for evaluation is collected over time from three different sources – observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning”(OME, 2019, p. 39).
Week 3
The Four Frames
:<3:
Practicum Connection: Although I have not been in a kindergarten class, I have worked with children in this age group in the past. I am a huge advocate of play based learning and I think that the freedom to explore that is given must set an example for every other grade. The pressure of assessment is one of the elements that can take away from teaching to the whole child because it focuses on "teaching to the test." :star:
Exit Card Insight: Challenges that I anticipate when assessing kindergarten would be with documenting while things are happening despite substantial distractions. Without support this may be a very challenging task so organization will be essential. :pencil2:
Communication of Learning: this deals with the process of learning versus product and quality over quantity.
Kindergarten Assessment and Learning: Assessment is different because there are no levels, and we are able to take pictures, teach, and assess at the same. :check:
Week 4
An incredible resource tool:
ETFO Members Sharing in Assessment
:<3:
Practicum Connection: I have been fortunate to utilize different forms of assessment in my practicum placements so far including rubrics, anecdotal notes, criterion referenced assessment, and some data collection. I was the least comfortable with marking on a rubric with four levels but felt more comfortable with practice. I would like to implement self and peer assessment in my final practicum. :star:
Exit Card Insight - Three things I learned: 1. Anecdotal Notes Template: observations, questions, and next steps 2. Two types of rubrics: holistic and analytic 3. Self-assessments: students get to own their learning :pencil2:
A presentation that really sparked my interest was about anecdotal notes. Anecdotal notes are a very beneficial form of assessment because it allows teachers to record more extensive details about students. :check:
Primary Rubrics (group presentation): This assignment informed our understanding of rubrics and allowed me to feel more comfortable in both developing a rubric and using one in the future. I was happy to learn about the variety of rubrics available.
https://www.youtube.com/watch?time_continue=2&v=0vcXArqE1vc
Assessment for Learning, Assessment as Learning, and Assessment of Learning
Week 6
Success Criteria: Asking students questions and gaining feedback but this depends on what teachers are using and goals for learning :check:
What is educational data? Standardized tests, IEPs, EQAO, Results, Ontario Student Record, Prime, Phonemic Awareness, Interviews, Attendance
How do we incorporate all of this data? 1) Think about what you want to know
2) Analyze the data
3) Figure out what you are going to do with it
4) Make a plan
5) Understand when the plan is successful or needs changes :pencil2:
The goal in educational data, research, and assessment is to
improve student learning.
:<3:
Week 2
Areas where we assess and evaluate: Knowledge, Application, Communication, Thinking :check:
The Achievement Chart
• provides a common framework
• development of high-quality assessment
• help teachers to plan instruction
• provide a basis for consistent and meaningful feedback
• establish categories and criteria to assess and evaluate students’ learning (OME, 2010, p. 16).
"Fairness in assessment and evaluation is grounded in the belief that all students should be able to demonstrate their learning regardless of their socio-economic status, ethnicity, gender, geographic location, learning style, and/or need for special services" (Volante, p. 34).
:<3:
Practicum Connection: During my third practicum, I had the opportunity to take part in a PD Day that discussed EQAO scores for the school, next steps, and some work on identifying knowledge, application, communication, and thinking questions. :star:
Exit Card Insight: My big learning is that the descriptions for each student are complex and have the potential to overlap. :pencil2:
Week 5
Delay grades in order for students to read your insight/feedback/feedforward. Some helpful tips are: 1) Return papers first 2) Students re-read their papers and write a few observations and questions about their work based on the teacher's comments 3) Allow students to resubmit and revise their work :check:
Exit Card Insight: Feedback is effectively used as feedforward. The goal of feedforward is to give students insight that will help them improve their performance. :pencil2:
https://www.youtube.com/watch?v=iCfJ_kJ6O_Y
The Single Point Rubric is brilliant because everyone is working toward the criteria in their own way and will focus on feedback/feedforward rather than a level! :<3:
Alfie Kohn's rationale for shifting grades: 1) It doesn't mean it's great if it's better than nothing, 2) Although it is fast, that doesn't mean it is effective overall 3) Other things are sacrificed when things are made efficiently
