03 Dec Identify at least two learning standards to be addressed. Identify at least 4 learning targets (Knowledge or Reasoning Targets, as explained in Chapter 3) to be assessed. Restate the
- Identify at least two learning standards to be addressed.
- Identify at least 4 learning targets (Knowledge or Reasoning Targets, as explained in Chapter 3) to be assessed.
- Restate the targets in developmentally appropriate terms for the age group you are working with.
- Develop 3 – 6 selected-evaluation items for each learning target.
- Create an assessment describing how will you continually evaluate students to understand progression toward mastery or near mastery based on the lesson plan and learning goals.
- Create a rubric for assessment.
- Discuss the method in which you will evaluate students as they (Where will they be? How will the data be collected? etc) and how you will keep ongoing records.
- Discuss how you will communicate outcomes with students and families
Materials
- Brookhart (2015) - Making the Most of Multiple Choice Brookhart – 2015 Making the most out of multiple choice.pdf Download Brookhart – 2015 Making the most out of multiple choice.pdf
- Links to an external site.Teaching Channel Video – Poll Everywhere
This is an article Links to an external site.by middle-school guru, Rick Wormeli about how to let students complete their work successfully. You can also watch his two videos on the topic in the following pages.
Reference: Wormeli, R. (2011, November). Redos and retakes done right. Educational Leadership, 69
This is an opinion piece that will get you thinking about portfolios as a performance-type assessment.
Reference: Hodges, B. (2019, February 11). Portfolios boost assessment relevancy for truly transformative learning. Education Dive. Retrieved from https://www.educationdive.com/news/portfolios-boost-assessment-relevancy-for-truly-transformative-learning/548118/
https://youtu.be/jduiAnm-O3whttps://youtu.be/jduiAnm-O3w
This is a handout Links to an external site.with O'Connor's practices that distort achievement and how to fix them!
Reference: O'Connor, K. (2010). A repair kit for grading: Fifteen fixes for broken grades (2nd ed.). Saddle River, NJ: Pearson, 13.
Rubric attached below
1. Identify at least two learning standards to be addressed.
Learning standards are written descriptions of what students are expected to know and be
able to do at a specific stage of their education. Learning standards should show the knowledge
children gain in art, language,and mathematics throughout the academic year. The common goals
are to build preparedness and confidence in students.
2. Identify at least 4 learning targets (Knowledge or Reasoning Targets, as explained in
Chapter 3) to be assessed.
Knowledge targets factual information and conceptual understanding of each discipline.
Students are supposed to know actual names, symbols, numbers and have to be able to identify .
Memorization is also a critical skill they must adopt. For instance, mathematics includes
concepts such as formulas and multiplication tables.Other skills targeted are in physical
education, demonstrating movement skills in dance. These skills are established during real time
demonstrations by the teacher. Product target specification for qualities of good product are
focused on teaching and assessment. Activity to be used to teach or assess. Some examples
include creating a plan, table, and graphs. Disposition targets are based on attitudes, my situation
and interests that affect students to learn. Dispositions are influenced by experience.
3. Restate the targets in developmentally appropriate terms for the age group you are
working with.
The target is to get the students underpainting how to form Letter, pronounce. Make sure
the learner receives instruction in the rules of capitalization the first word of a sentence, the
pronoun I, proper names, cities, states, streets, months, days of the week, dates, holidays, titles of
movies, books, newspapers, magazines, etc.
4. Develop 3 – 6 selected-evaluation items for each learning target
1) Knowledge Target: Names, numbers, symbols
2) Skills Target: physical education, yoga classes, dance classes
3) Product Target: task of marketing something
5. Create an assessment describing how will you continually evaluate students to
understand progression toward mastery or near mastery based on the lesson.
Since the age group of the students that I will be teaching and evaluating their academic
progress is first grade, an important concept to test them on and make sure the concept stays
throughout their academic career is proper capitalization of proper nouns and words at the
beginning of each sentence. I can provide a paragraph each week with incorrect grammar and the
task of the students is to correct all the misplaced capital and lowercase letters.
6.
plan and learning goal
7. Create a rubric for assessment.
Needs Improvement
Fair Good Excellent
Punctuation: student uses accurate punctuation
1 2 3 4
Capitalization: student uses capital letters to begin sentences and write names
1 2 3 4
8. Discuss the method in which you will evaluate students as they (Where will they be?
How will the data be collected? etc) and how you will keep ongoing records.
There will be a numerical system, 1-4 to determine the student’s ability to use capital
letters when appropriate in sentence structure. Hopefully, the students will show growth
numerically, by gaining only fours towards the end of the academic year, showing they fully
grasped the concept of capitalization.
9. Discuss how you will communicate outcomes with students and families
Staying completely transparent about grades with the parents via programs online where I
post feedback as well as grades on the assignments so that the parents are aware of how their
child is doing in each class. Parent- teacher conferences are also a great way to communicate the
stagnant progress or noticeable progress of each child. This way, parents can provide children
with resources and offer additional support at home.
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