Educ 5013S Final Thoughts (Research & Assessment as Human Activities…
Educ 5013S Final Thoughts
Research & Assessment as Human Activities
Teachers can improve student learning through assessment by giving students as many varied opportunities to show you what they know, since no student is "on" 100% of the time.
It's important to help students reflect on their own growth and progress through self-assessment in encouraging them to become self-aware and able to self-direct their learning.
Relating your assessments to student interests and needs help make your assessments more engaging and authentic experiences.
Engaging in ongoing student-teacher conferencing ensure both parties are on the same page, and allow students to feel understood and fairly assessed.
Teachers should give students the skills to become 21st century learners through planned and intentional assessment.
Don't be afraid to ask for help or resources from others! Collaborate and confer with administrators, other teachers, support staff and parents in order to create effective assessments.
Connecting High & Low
Making data and observation-driven decisions in the classroom as issues arise is the best way to integrate research and practice.
Engaging in professional learning communities and teacher learning and leadership programs to build your network and stay up to date with new advancements in educational research and pedagogical practices.
Using the action research cycle is a way to connect evidence-based research practices with real-life issues you encounter in a classroom.
Reinforce the link between research and pedagogy by letting your students be the researchers. This allows them to question more about the world around them, view curriculum with an inquiring lens and make observation and evidence-based judgments.
Triangulating assessment by gathering evidence from several different sources (conversations, observations, written products) helps us get a more comprehensive idea of what students know and next steps they can take.
Designing valid, reliable and transparent assessments requires the co-creation of learning goals, then working backwards by planning lessons and tasks based on individual skills and concepts that must be mastered.
Gradually releasing responsibility gives students a voice in their assessment and makes it more meaningful and authentic.
Messages In, Messages Out
Teachers should give clear, ongoing and constructive feedback for each student to send the message that you are measuring their growth and progress, not their numerical success on any given assignment.
Teachers should make sure the class' learning goals are suitable for their developmental stage, needs and abilities, and are clearly visible and revisited/revised throughout the course of the semester.
It is important to make sure your learning goals and success criteria for a given assignment line up with what students want to accomplish, and ensuring these are clearly communicated and shared with students.
Actions to Implement
Co-creating success criteria and learning goals with your students prior to assigning assessments
Organizing my gradebook by different categories, such as curriculum expectations or KICA
Using Bento Boxes as consolidation activities
Simplifying my rubrics and making them more holistic
Consider other options for summative assessment other than a test, such as poster days, talk shows or museum exhibits.
Begin marking group work with multipliers, penalties or group assigned marks to ensure fairness
Actions to Stop
Going directly from a focus lesson to independent work (incorporate more guided instruction and collaboration)
Putting more than one expectation in a column for a rubric
Adding platitudes to report card comments