Please enable JavaScript.
Coggle requires JavaScript to display documents.
Final Thoughts (Research & Assessment) (Week #2 (Topic: F9376F91…
Final Thoughts
(Research & Assessment)
Week #2
Topic:
Final Learnings:
The purposes of the achievement chart is to:
Provide a
common framework
that encompasses all curriculum expectations for all subjects/courses across grades.
Guide the development of high-quality assessment tasks and tools (including rubrics).
Help teachers to
plan instruction
for learning.
Provide a
basis for consistent and meaningful feedback
to students in relation to provincial content and performance standards.
Establish categories and criteria with which to assess and evaluate students’ learning (OME, 2010, p. 16).
Analysis of Key Learning:
The assesment chart contains knowldeg, thinking, application, and communication that are the criteria which students are assessed and evaluated on.
Studnets accessibility to the assessment criteria is crucial in supporting studnets learning.
Connections:
The achievement chart is there for my and my students benefit. It is there for me to use for assessment and evaluate that is fair, reliable and transparent.
All students should be allowed to demonstrate their learning regardless of their circumstances. (Volante, p 34)
Week #1
Topic:
Final Learnings:
Don’t give marks for homework or practice.
Homework is under learning skills, it is practice to reinforce learning.
Don’t use zeros.
It’s a misguided belief that a zero will be motivating.
Don’t accumulate evidence over time and use all of it to create a grade.
Don’t average everything, grades represent students meeting learning goals.
Don’t combine attitude with achievement.
Mixing grades with effort leads to score pollution.
Don’t apply late marks/grade penalties.
Late work: schools should have flexibility and studnets need to take responsibility.
Don’t give extra credit or bonus marks.
If it is worthy of extra credit than it is worthy of learning.
Don’t base your grades on unclear targets.
Students need to know what success looks like so they can get there.
Analysis of Key Learning:
Assesment is an integral part of students learning as it lays the foundations for improvement. In order for students to improve teachers need to assess with consistency, accuracy, with meaning, and with support for studnets individual learning goals.
Knowing what not to do is as important as knowing what to do.
Connections:
Recognizing what assesment should
NOT
be is just as important as knowing what assesments should be. As a futur educator this understanding will have a positive impact on my practice when assessing since it will allow me to produce assesments that are:
Consistent
Accurate
Meaningful
Supportive of Learning
Week #3
Topic:
Final Learnings:
Erin Philips:
Assessment in the 2016 Kindergarten Program
Assessment and learning in kindergarten focuses on making children’s thinking visible.
Educators can conduct assessments by the use of documentation that is taken into consideration to co-construct learning with the children.
Analysis of Key Learning:
Assessment differs in the kindergarten program by focusing on the process of learning and social emotional development.
The Four Frames of Learning in Kindergarten aide eductors in assesing social and emotional development.
Connections:
The thought of assessing play-based learning poses as a challange for me as it seems like quite the broad subject. However, with the use of documentation that is guided by the four frames it seems attainable to assess learning that has been made visible.
Belonging and Contributing, Self-Regulation and Well-Being, Demonstrating Literacy and Mathematics Behaviours, Problem Solving and Innovation.
Week #4
Topic:
Final Learnings:
Different types of assessment tools:
Rubricks:
provides an effective and consistent means of assessing the level of student performance.
Data Collection:
provides a clear picture of students’ strengths, challenges and next steps.
Checklists:
charts students progress over time.
Anecdotal Notes:
builds a rich portrait of an individual student’s achievement, as it will include observations that have special significance.
Self and Peer Assessment:
provides students with a framework to recognize, describe and apply success criteria to their and their peers learning.
Analysis of Key Learning:
Research to inform practice and learning when it comes to assessment is crucial for teachers to develop better understanding and use of assessment tools.
Reaserch can maximize the use of assessment tools to better support teacher and studnts in their learning cevelopment.
Connections:
My presentation was on Anecdotal Notes where I was given the opportunity to reaserch what the pros and cons of using such an assessment tool is.
Hoverver, through the class presentations I have come to learn that eductors should not solely rely on one single assessment tool as it will limit our assessment process’.
Week #5
Topic:
Final Learnings:
Teaching is too complex to invite perfection, even the best teachers will miss the mark on some days. However, the best teachers work persistently to benefit the learners. Teachers who use sound formative assessment aspire to the following 10 principles:
Help students understand the role of formative assessment.
Begin with clear Knowledge, Understanding, and Dos’.
Make room for student differences.
Provide instructive feedback.
Make feedback user-friendly.
Assess persistently.
Engage students with formative assessment.
Look for patterns.
Plan instruction around content requirements and student needs.
Repeat the process.
Analysis of Key Learning:
Formative Assessment should be used to bridge the lesson of today with the lesson’s of tomorrow because it improves the teaching and the learning that goes on in a classroom.
Teachers and students should be engaged in an ongoinng exchange to help students grow and to help teachers contribute to that growth.
Connections:
If I want to be a teacher that contributes to the the ongoing growth of studnets through formative asssessment then I need to make sure that my studnets make good use the feedback that I provide and that the feedback is constructive.
It’s Terminal: Students will rarely read feedback if there is a grade attached.
Feedback vs. Feedforward:
Feedback the focuses on the future.
Week #6
Topic:
Final Learnings:
How to use Educational Data to improve student learning.
Think about what you really want to know.
Find out how to collect the data.
Analyze the data.
Figure out what you are going to do with the data.
Put a plan in motion.
Know when the plan is successful or needs to be changed.
Using educational data falls into 4 areas:
Change your instruction.
Make decisions to support student options/placements.
To help think about program choices and policy.
To ensure accountability.
Analysis of Key Learning:
Educational data can be made up of anything that a studnet has done. That is why in order to collect data on students and thier learning, students have to actually do something.
But when students don’t provide any information, it can still contribute to the data. The lack of information is a type of data too.
Connections:
I find that the collection of data will be the simpler part of being a teacher as anything can contribute to data collection. However, interpretations and creating an actionable plan is what poses as a challange for me as there can be many ways of interpreting information. It’s not always black and white, and time plays a notable factor in data collection.
By noting the 4 areas of using educational data I can use it to guide me in my interpretation and use of data.
