Description:
The reading this week in
EDAT 6115 focused on assessing student learning. It is vital that educators understand how to
assess students. There are a variety of strategies that can be utilized to help
both teacher and student be successful.
Analysis:
Instructional objectives
are assertions of what skills students will master by the end of a lesson or
period of instruction. They are necessary
to assist in mapping out the framework for a lesson or class. Proposed objectives need to be clear, specific,
and measurable, so students will know if they have mastered the key concept or
skill being taught. It is also necessary
to analyze the specific tasks students are asked to complete, so they are
capable and have enough background knowledge to be successful. It is
also vital that the assessments that are given correlate to the set objectives (Slavin,
2018). Slavin (2018) offers that a
system of classifying the level of difficulty in the activities that are
presented needs to be taken into consideration.
Bloom’s Taxonomy explains the various levels of complexity that
different activities can hold. It is
vital for teachers to remember that students need to have exposure and
experience at all levels (Slavin, 2018).
Evaluation is essential
in teaching and learning because it is a way to communicate with students,
parents, and other school staff about student learning. Students can utilize feedback from evaluation
to see if the work they are doing is enough, and where the strengths and
weakness are in their learning. Teachers
use the feedback that is provided by evaluation as a guide to the effectiveness
of their instruction. Parents are also
provided with information about their student’s progress with report cars and
test scores. Evaluations are also a
great way to motivate students and reward them for their hard work (Slavin,
2018).
There are many ways that
student learning is evaluated. Formative
assessments assess how students are learning and “tells teachers whether
additional instruction is needed” (Slavin, 2018, p.350). Summative evaluations focus on how well
students have done at the end of a unit.
Norm-referenced evaluations
compare student’s results with other students, and criterion-referenced
evaluations look at the level of mastery on particular skills (Slavin,
2018). Slavin (2018) offers that it has
been found that whichever form of assessment is used, the sooner feedback can
be provided to the student; the achievement level will be higher. Evaluations will also need to be used to
compare to other students. These
“comparative evaluations must be on fair, unbiased, reliable assessments of
student performance” (Slavin, 2018, p.352).
Teachers have a variety
of different ways to construct their assessments. Different types of questions hold different
purposes and are used to assess different skills. Selected response, constructed response, long
essay items, and problem-solving are some of the options (Slavin, 2018).
Alternate assessment
methods have been developed for students to have an authentic way to
demonstrate their knowledge of the skill (Slavin, 2108). Slavin (2018) discusses the use of portfolio
assessments. Work samples are collected
throughout the year and can then be presented to parents or other school staff
to show the progress and “powerful evidence” of improved student learning
(Slavin, 2018, p.369). Performance
assessment involves students demonstrating their learning and should be
accompanied by a matching rubric that has specific information about expectations
and criteria (Slavin, 2018). Slavin
(2018) also offers that quicker assessment results are available due to the
more frequent use of computers. Students
play games and are having fun, yet the computer is recording their responses
and using them as an evaluation of learning.
Grades communicate to
stakeholders the “value of a student’s work in a class” (Slavin, 2018,
p.373). Although common grading using letter
grades are used in most schools, these grades do not provide any information
about “what students know and can do” (Slavin, 2018, p.375). Some schools utilize performance grading to
show how a student is progressing towards mastery of the standards. This emphasizes
the growth of a student. Rubrics are
used to assess performance assessments (Slavin, 2018).
Reflection:
Assessment is a crucial
and necessary aspect of a teacher’s job.
I use the information I receive from formative assessments to inform my
teaching and provide feedback to my students about their learning. In recent years, I have utilized formative
assessment on a more regular basis, which has had a positive influence on
student achievement. Using formative
assessment allows me to continuously support my students by having current
information about their current understanding.
I can then use various strategies to meet their individual needs. Our school uses common formative assessments
among each grade level. They have really
helped teams gage how well their students are learning in comparison to the
rest of the students in the grade and also provided information about how effectively
they are teaching their students.
In my classroom, assessment
results are shared with parents consistently.
Parents need to know the level of progress their child is making so they
can provide support at home. I have found success in using portfolios as a way
for parents to see how their student is progressing and where the strengths and
weaknesses lie. I have found that providing
updated assessment information to parents also allows them to help motivate students
by offering incentives for a job well done.
It is vital that we work together as a team to improve student
learning. My administrative team, along with county and
state officials, use summative assessment data to makes school-wide decisions
that include additional or extended academic support.
As a teacher, I feel one of my jobs is to continue
my own learning. The behavior content
matrix is something new I learned after reading the material this week. I am a visual learner, and having this type
of document available to me would be a benefit.
I would be able to see the various levels that will be addressed in a
particular lesson, concept, or skill.
The information presented
this week has confirmed the knowledge I have about the importance of
assessment, particularly formative assessment.
I have seen improvement in my student’s ability to self-assess their own
learning since I have increased the use of formative assessment in my
classroom. Even the youngest learners can
identify the strengths and weaknesses of their school work. My job as a teacher is to provide timely
feedback and support and guide them through the process.
Reference:
Slavin, R. E.
(2018). Educational
Psychology: Theory and practice. NY, NY: Pearson.