Assessment For Young Children Exam 2
As you think about what you have learned in ECE3026, what new knowledge about assessment are you taking with you? NOTE: Make sure to give at least THREE specific pieces of knowledge that you know now that you didn't know before.
1.) Parent involvement is very important to students' success with assessment. Building parent involvement means inviting parents into the classroom, keeping in touch with the parents on a regular basis, and many other strategies. When parents are engaged in their children's school lives, students have the home support and knowledge they need to not only finish their assignments but also develop a lifelong love of learning. 2.) It is important to look at the validity and reliability of an assessment. Validity and reliability are meaningful measurements that should be taken into account when attempting to evaluate the status of or progress toward any objective a district, school, or classroom has. 3.) Differentiation strategies are important. Some examples would be the Frayer model, cubing, and think-tac-toe. Teachers need to adapt to all of the different students' needs in the class.
Assessment for learning was the major theme in the Classroom Assessment: Minute by Minute, Day by Day article. What THREE important strategies will you take from this reading and apply to your future classroom. NOTE: Make sure to not just list THREE strategies but also tell WHY you want to apply them to your future classroom.
1.) Using a quality assurance approach. The emphasis is on what the students are getting out of the process rather than on what teachers are putting into it. Using this approach allows the teacher to be more flexible. Adjusting teaching to the student's needs. 2.) Using assessment for learning. As a teacher, you want to constantly take in what the students are doing and how well they are mastering the content. Analyzing and assessing students happens throughout the whole day and should again guide learning. 3.) Providing feedback that moves learners forward. Personally, feedback helps me be able to make progress within my learning and I know that it helps a lot of students realize what they need to focus on with their learning.
In general, what are some best practices for teachers when analyzing student data? What important elements should be involved in the process AND what are possible steps to take AFTER analyzing the data? NOTE: Make sure to make TWO references for when teachers are analyzing the data and TWO references for what should be done after the data is analyzed.
Analyzing data: When analyzing data, it is important for teachers to generate many possible hypotheses about possible meanings. In other words, narrow down multiple reasons as to why students performed the way they did. Although, it is important that teachers remain tentative and remember that their speculation is not set in stone. Analyzing data: When analyzing data, it is also important that teachers consider the students functional level. For example, teachers may want to compare their performance to their personal developmental domains. After analyzed: Once a teacher obtains and analyzes the data, it is beneficial to both the student and the teacher to meet with the student individually and discuss realistic goals. This means a teacher must allow time for reflection and help the student move towards these goals. After analyzed: A teacher must also use their analyzed data to help plan for grouping and differentiation in the classroom. By making changes to the classroom, like grouping students based on gathered information, will help benefit the students, the teacher, and the instruction.
Imagine that you are gearing up to teach a unit about telling time in first grade that will have students focus on telling and writing time in hours and half-hours using both analog and digital clocks. Using what you learned about differentiation during your Assessment Enrichment Day, what are TWO specific ways you could differentiate your lessons for your students? NOTE: Make sure to give TWO clear and specific differentiation examples.
Differentiation 1: I would use the 3-2-1 model. In this model, there are four sections. Each of these sections includes definition, facts/characteristics, examples, and non-examples. Differentiation 2: I would also use the think-tac-toe model. In this model, there are rows and columns of questions about analog and digital clocks. The students have to complete three in a row to complete the assignment.
What is the difference between a process-orientated and product-orientated portfolio? Note: Make sure to give ONE specific example of each type in explaining the differences.
Process-orientated: Process-oriented portfolios tell a story about the growth of a learner. They document the processes of learning and creating, including earlier drafts, reflections on the process, and obstacles encountered along the way. An example of this could be when a student is in the process of writing an essay they can comment on all of their rough drafts and their final product to show their growth and progress. They can add this into the portfolio to show growth. Product-orientated: Collections of work a student considers his or her best. The aim is to document and reflect on the quality and range of accomplishments rather than the process that produced them. Used to highlight the best work of the student. An example of this would be a student's best work compiled at the end of the year to show how well they have done and what they may have mastered.
Pre-assessments can be very valuable tools for teachers. Share TWO reasons why this is the case for classroom teachers and share TWO important cautions/guidelines that you should keep in mind when creating pre-assessments for your future class.
Reason 1: Pre-assessments help teachers determine a students prior knowledge and potential skill. With this tool, a teacher can assess the students at the start of a new unit or course and understand what they already know and adjust the lesson accordingly. Reason 2: When using a pre-assessment, a teacher is subtly communicating expectations of the student. Students will know what they are about to learn which will help activate prior knowledge and guide their thinking throughout the lesson. Caution 1: When students take a pre-assessment that they know very little information on, it may negatively impact their engagement in the lesson. To avoid this, teachers need to assure the students that the assessment is only used to help the teacher and help the students set learning goals. They also need to be reminded that the assessment will not affect their grade. Caution 2: Incorporating pre-assessments in a classroom can sometimes waste instructions time. Often, teachers already know what to expect and are not surprised by the pre-assessment responses. Therefore, to avoid this, teachers should present these assessments only when they know the results can't be predicted and when they know it may benefit the students.
Imagine that you are a second-grade teacher. Describe an example of when you would use a rubric, rating scale, and checklist. NOTE: Make sure to give a clear definition of each and highlight a specific example of each in your description.
Rubric: A rubric gathers scores from students' work and is then used to determine their progress. The different types of rubrics are holistic, analytic, and developmental. A second-grade teacher could use a holistic rubric when determining their efficiency in creating a proper sentence. The scale components will be "Excellent, Good, Satisfactory, and Needs Improvement." (A holistic rubric is a small scale used to make an overall judgment of their work) Rating Scale: A rating scale is used in report cards to summarize performance, to evaluate learning environments, and for self-evaluation. There are two types which include numerical and graphic rating scales. A teacher could use a rating scale to record observations of students and students can use them as self-assessment tools. Checklist: A checklist is a type of rubric that is usually more distinct with more criteria. Checklists are used to document new skills, to understand development, serve as a framework for curriculum development, and assess learning and development. A teacher could use a checklist when analyzing a student in a group discussion.
