The three presentations I would find most helpful would be Doug Reeves on grading, test generators and banks, Guskey on grading. There are alot of factors involved in making sure that the grading system is fair to all students. Using the test generator and bank is fine, but I have seen were teacher have used a test bank and them have to regrade papers because what was on the test was not covered in the classroom.
1. McTighe's Techniques - I like the idea of making assessment learning tools and giving students access to rubrics before teaching begins. The Exit Card would also give me some idea of what the students have learned or have questions about. 2. Performance Based Assessment - This type of assessment is something I currently use and provides a clear evaluation of what the students have learned and apply learning to effective projects. 3. Assessment Ruberics - I think this is a very valuable assessment tool. It is a criteria guide for both teachers and students on how work will be judged. By knowing what is expected for the assignment the student is in control of reaching a positive assessment.
1- Performance based assessment- this kind of assessment would help to demonstrate the student’s scope of the subject. Student portfolios of work give many different kinds of feedback to teacher and give a source of pride to student completing them.
2- Rick Stiggins on Assessment- all of Stiggins reported ATI goals to empower teachers would help make me a better educator. For example, saving time and energy by assessing far more efficiently sounds great and would give me more time to complete other tasks… which might also help me become a better educator.
3- Curriculum mapping- centering lessons around real world problems challenges the teacher to not only know the material but relevant tie-ins and opportunities to enrich learning for students. Although Manuel refers to specific companies providing resources to complete curriculum maps, I believe this kind of approach could be included at least partially in any lesson plan.
I think LF's work with grading hit home with me. We need to teach kids accountability first and formost. We are held accountable in life and school should reflect that. If that is not there then we should strive to provide the learning tools to accomplish that goal which in turn leads to the ultimate goal of our teaching which is creating. Ag's research on a level field of grading also intrigued me. I work with sped. students, and their grading practices are different. This work gave me alot to think about. I'm not sure if we as educators can really grade on the same level because kids don't comprehend on the same level. This I will contemplate. BL's work with giving ruberics before teaching parralled my work and to me is a great teaching tool. Let's give them what we exspect before we start teaching and then guide them to get there.
McTighe - Pretesting allows for you to plan lessons according to student needs. Understood criteria before assesment enable students to prepare themselves for assesment. Giving feedback comunicates to students their areas of need.
Performance-based assesment - Allows you to effectively assess students in a non-traditional way, to cicumvent test anxiety and lack school procedures that some students may not have. But this could be difficult for type "A" right brained personalities.
Curriculum Mapping - This is closely tied into c-scope. Before c-scope curriculum mapping was left up to individual teachers that created gaps in the curriculum. While c-scope has been recieved with some resistance I do think it is good to be vertically alligned. It's alway important to know what point a and b were if we want to get these kids to point c.
Doug Reeves on Grading: I think one of the hardest things of being a teacher is to be certain that you are being fair and consistent on the grading. The missing assignment issue is something that bothers me. I think students sometimes have too many opportunities to redo assignments, or to work on missing assignments. Students get used to it. "I will just do it later." I will try D. Reeves suggestions to see if I can motivate my students to turn in papers on time.
Test Generators and Banks: It sounds very useful. I have never visit one of these websites, but I am sure they will be helpful. As long as there is an alignment between instruction and assessment, I will give this resource a try.
Guskey on Grading: I think this is a very important concept. If a teacher gives a low grade to a particular student, the students may think he is not able to accomplish a task, because it is too hard for him. He may just quit, and no learning will take place. This concept will help me on the grading process.
1) test generators and banks--I'm worried that creating tests will dominate so much of my time as an educator, so knowing that there are test generators and other resources available is a relief. Hopefully I can have a combination or generated questions and original questions in an attempt to adequately test my students without killing myself.
2) Performance-based assessments--I like the idea of "other options" for testing. One of my most favorite assessments in college was an open assignment where we could choose any product to turn in as long as it covered our topic. I chose to make a video and I enjoyed that project more than any other assignment I have ever done! I would love to offer a similar experience to my students
3) rubrics--this just seems very cut and dry and logical for laying out the expectations and guidelines. It will allow each student and me to be on the same page with what is expected and what type of work will result in certain grades.
The three presentation that I picked all seem to fit together. I like these because it encompasses the style that I would like to have in the classroom. I would like the "Curriculum Mapping" because it allows for flexibility and engagement for the students. It would help motivate them to learn something that is interesting to them. "Performance-Based Assessment" would be a perfect way to assess the curriculum mapping concept. If the lessons and responses are more diverse and open-ended, then basing assessment on portfolios, presentations, and discussions. The last concept, "Assessment Rubrics", is the way that you would base this type of assessment. I have used rubrics for research papers and presentations, and I like the fairness for the students and the lack of questions about the assignments from the students.
Test Generators and Banks would be great for a new teacher to assist in developing fair and thorough tests that covered the standards and the important topics. Without any assistance it would be difficult to be very confident if the test that I was creating was fair and followed the standards and covered the important information.
The Rubrics would be a great guide for me as a new teacher. The hand out at the beginning of class of the rubrics for the day seem to be a really nice way to keep the teacher and the students focuses on what is necessary to have a successful class meeting.
Performance Based Assessment would be really nice to learn to use in the classroom to help me keep a good track of who is really learning and what they are learning. It seems like a more accurate measurement of true learning than just tests and quizzes.
Ruberic Assessments - I like the idea of everyone knowing exactly what is expected from the students. It eliminates a lot of ambiguity between the student and the teacher.
Performance Based Assessments - portfolios, oral discussions, writing samples are great tools for establishing a persons actual understanding of a unit of study. I like the flexibility of this type of assessment.
Formative and Summative Assessments - I think the use of formative assessments throughout the lessons is crucial for a guaging understanding by the students early on. And then a Summative assessment is a good guage of the final students knowledge upon the completion of the course or unit.
The three presentations I would find most helpful would be Doug Reeves on grading, test generators and banks, Guskey on grading. There are alot of factors involved in making sure that the grading system is fair to all students.
ReplyDeleteUsing the test generator and bank is fine, but I have seen were teacher have used a test bank and them have to regrade papers because what was on the test was not covered in the classroom.
1. McTighe's Techniques - I like the idea of making assessment learning tools and giving students access to rubrics before teaching begins. The Exit Card would also give me some idea of what the students have learned or have questions about.
ReplyDelete2. Performance Based Assessment - This type of assessment is something I currently use and provides a clear evaluation of what the students have learned and apply learning to effective projects.
3. Assessment Ruberics - I think this is a very valuable assessment tool. It is a criteria guide for both teachers and students on how work will be judged. By knowing what is expected for the assignment the student is in control of reaching a positive assessment.
1- Performance based assessment- this kind of assessment would help to demonstrate the student’s scope of the subject. Student portfolios of work give many different kinds of feedback to teacher and give a source of pride to student completing them.
ReplyDelete2- Rick Stiggins on Assessment- all of Stiggins reported ATI goals to empower teachers would help make me a better educator. For example, saving time and energy by assessing far more efficiently sounds great and would give me more time to complete other tasks… which might also help me become a better educator.
3- Curriculum mapping- centering lessons around real world problems challenges the teacher to not only know the material but relevant tie-ins and opportunities to enrich learning for students. Although Manuel refers to specific companies providing resources to complete curriculum maps, I believe this kind of approach could be included at least partially in any lesson plan.
I think LF's work with grading hit home with me. We need to teach kids accountability first and formost. We are held accountable in life and school should reflect that. If that is not there then we should strive to provide the learning tools to accomplish that goal which in turn leads to the ultimate goal of our teaching which is creating.
ReplyDeleteAg's research on a level field of grading also intrigued me. I work with sped. students, and their grading practices are different. This work gave me alot to think about. I'm not sure if we as educators can really grade on the same level because kids don't comprehend on the same level. This I will contemplate.
BL's work with giving ruberics before teaching parralled my work and to me is a great teaching tool. Let's give them what we exspect before we start teaching and then guide them to get there.
McTighe - Pretesting allows for you to plan lessons according to student needs. Understood criteria before assesment enable students to prepare themselves for assesment. Giving feedback comunicates to students their areas of need.
ReplyDeletePerformance-based assesment - Allows you to effectively assess students in a non-traditional way, to cicumvent test anxiety and lack school procedures that some students may not have. But this could be difficult for type "A" right brained personalities.
Curriculum Mapping - This is closely tied into c-scope. Before c-scope curriculum mapping was left up to individual teachers that created gaps in the curriculum. While c-scope has been recieved with some resistance I do think it is good to be vertically alligned. It's alway important to know what point a and b were if we want to get these kids to point c.
Doug Reeves on Grading: I think one of the hardest things of being a teacher is to be certain that you are being fair and consistent on the grading. The missing assignment issue is something that bothers me. I think students sometimes have too many opportunities to redo assignments, or to work on missing assignments. Students get used to it. "I will just do it later." I will try D. Reeves suggestions to see if I can motivate my students to turn in papers on time.
ReplyDeleteTest Generators and Banks: It sounds very useful. I have never visit one of these websites, but I am sure they will be helpful. As long as there is an alignment between instruction and assessment, I will give this resource a try.
Guskey on Grading: I think this is a very important concept. If a teacher gives a low grade to a particular student, the students may think he is not able to accomplish a task, because it is too hard for him. He may just quit, and no learning will take place. This concept will help me on the grading process.
1) test generators and banks--I'm worried that creating tests will dominate so much of my time as an educator, so knowing that there are test generators and other resources available is a relief. Hopefully I can have a combination or generated questions and original questions in an attempt to adequately test my students without killing myself.
ReplyDelete2) Performance-based assessments--I like the idea of "other options" for testing. One of my most favorite assessments in college was an open assignment where we could choose any product to turn in as long as it covered our topic. I chose to make a video and I enjoyed that project more than any other assignment I have ever done! I would love to offer a similar experience to my students
3) rubrics--this just seems very cut and dry and logical for laying out the expectations and guidelines. It will allow each student and me to be on the same page with what is expected and what type of work will result in certain grades.
The three presentation that I picked all seem to fit together. I like these because it encompasses the style that I would like to have in the classroom. I would like the "Curriculum Mapping" because it allows for flexibility and engagement for the students. It would help motivate them to learn something that is interesting to them. "Performance-Based Assessment" would be a perfect way to assess the curriculum mapping concept. If the lessons and responses are more diverse and open-ended, then basing assessment on portfolios, presentations, and discussions. The last concept, "Assessment Rubrics", is the way that you would base this type of assessment. I have used rubrics for research papers and presentations, and I like the fairness for the students and the lack of questions about the assignments from the students.
ReplyDeleteTest Generators and Banks would be great for a new teacher to assist in developing fair and thorough tests that covered the standards and the important topics. Without any assistance it would be difficult to be very confident if the test that I was creating was fair and followed the standards and covered the important information.
ReplyDeleteThe Rubrics would be a great guide for me as a new teacher. The hand out at the beginning of class of the rubrics for the day seem to be a really nice way to keep the teacher and the students focuses on what is necessary to have a successful class meeting.
Performance Based Assessment would be really nice to learn to use in the classroom to help me keep a good track of who is really learning and what they are learning. It seems like a more accurate measurement of true learning than just tests and quizzes.
Ruberic Assessments - I like the idea of everyone knowing exactly what is expected from the students. It eliminates a lot of ambiguity between the student and the teacher.
ReplyDeletePerformance Based Assessments - portfolios, oral discussions, writing samples are great tools for establishing a persons actual understanding of a unit of study. I like the flexibility of this type of assessment.
Formative and Summative Assessments - I think the use of formative assessments throughout the lessons is crucial for a guaging understanding by the students early on. And then a Summative assessment is a good guage of the final students knowledge upon the completion of the course or unit.