Refelction #8

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.