This week we discussed more about formative assessments. Formative assessments help teachers to assess the class as a whole and individual students at one time. These are ways teachers see if the students understand the material before an actual test which would be a form of summative assessment. Some ways teachers perform formative assessments by asking students to show a thumbs up or thumbs down, having them give a number between one and five to tell how they feel about the material. Teachers have also became quite creative and have started developing interactive games and quizzes electronically to formatively assess students understanding. I believe that students really enjoy these new types of formative assessments. I was able to observe a classroom using the space race formative assessment to review for their upcoming vocabulary test. This is where the class is divided into groups and they work together to answer the questions and can see who is winning as they go. If the students would miss one question it would make them start over from the beginning. Then, with each different round students would change groups according to how the game arranged them, so they also were able to work with other students in the class. The students loved this game and would beg to play another round. I want my future students to be this excited to learn, to review material, and to be this engaged in their learning. When teachers use formative assessment during their teaching they are able to determine the students progress without having to do a formal test. I remember when I was in school, the teachers would say raise your hand if you understand it so that we can move on. Well, if I did not understand the material do you think I wasn't gonna raise my hand? You are right I raised my hand with all the other students because no student in the class wanted to be called out for not understanding or wanted to be the cause for having to hold up the rest of the class because you don't understand it. No student wants to be singled out in that way, this is why I believe these new methods I have learned about for formative assessment will help the students to not feel so singled out and they will thrive even more in their education. They will thrive even more in their education because they will not fib about understanding and the teacher will be able to assess each student directly for their understanding. Then, the teacher will be able to correct the student's understanding on the spot before moving on and prevent further confusion. I also remember a time when we were in class and the teacher had us to go to different parts of the room to answer questions, I found this to be one of the formative assessments when researching. I really liked this particular formative assessment because it allowed us to get out of our seats and to move around the room.
The North Carolina Professional Teaching Standards the formative assessment connects with for me would be under the first standard Teachers Demonstrate Leadership, "Teachers lead in their classrooms." It says that they use the data to organize, plan, and set goals. I believe teachers do this exact task after formative assessments. Also, under standard four Teachers Facilitate learning for their Students, "Teachers plan instruction appropriate for their students." and "Teachers integrate and utilize technology in their instruction." They plan the teaching methods and change them if they need to according to if the student is understanding the material or not. They also are integrating technology with some of these formative assessments, such as the games and quizzes. (Kahoot, space race).
During our class this week we split into groups and my group was able to find a very informative and interesting article on formative assessments. I wanted to share it with you all because I believe it will be a very valuable resource for us in our quest to become educators. It gives you around sixty ways to perform formative assessments. Some of these strategies I had never heard of and I really enjoyed learning new and different ways to incorporate formative assessment into the classroom. I loved the four corners idea where students are able to answer the question by moving around the room and selecting strongly agree, agree, disagree, and strongly disagree. I also loved the graffiti wall where students write or draw what they understand or have learned about a specific topic. I also liked the paper pass idea where students add to answers on different topics posted around the room. I believe these particular formative assessments stood out to me because they allow the students to get out of their seats and move around the room and they are still able to be assessed at the same time. I believe allowing the students to get up and move around is very important for them and will help them to focus even more. I know I do not like to sit still for very long and I am an adult, I can't imagine how hard it is for students to sit still all day. The students need time to move around and express their thoughts on the material. If you would like to read more about the sixty formative assessment strategies the link is posted below.
For my future classroom I would like to incorporate many different formative assessments into my teaching. This will allow me to determine the progress not only the whole class is making but also the progress each individual child is making. I will be able to adjust my teaching according to the results I receive from my formative assessments. I want to use formative assessments in my future classroom in a way that my students do not even realize that they are being assessed. I want my students to feel comfortable in the classroom and in the activities they do in the classroom. I want to incorporate formative assessments that they are excited to do, that they ask to do again, and that helps them to be so engrossed and excited about learning. I want my formative assessments to be beneficial but also enjoyable. I hope I am able to incorporate many different formative assessments that will be beneficial for my students and me into my future teaching! Thank you for reading my blog!
Links:
http://www.stma.k12.mn.us/documents/DW/Q_Comp/FormativeAssessStrategies.pdf
Thursday, September 28, 2017
Thursday, September 21, 2017
Validity and Reliability
This week in our virtual class we started out with a game on Kahoot! I had never seen this site before or used it but I really enjoyed it and believe that my future students would enjoy using it too. I believe this would be a fun way to review material with students before an assessment. We have learned that there are two types of assessments there are formative and summative assessments. This week we discussed that there are also two types of summative assessments. The two types of summative exams are objective and subjective. The objective assessment questions are the multiple choice questions, matching, true and false, and short answer. The objective questions are either right or wrong. The subjective questions are the essay questions or projects. The subjective questions are not a right or wrong answer. The student is able to explain their reasoning for their answers. I remember when I was in school I feel like I learned more and remembered concepts longer when I was able to write essays or do projects on certain concepts. I feel like I was able to accomplish this because I was able to spend more time with the concept and really research every aspect of it.
In class we also discussed the fact that assessments need to be valid and reliable. For an assessment to be valid it must measure what the teacher wants it to measure. For instance it should measure what the teacher has taught. This does not mean the teacher should teach the test word for word. The teacher should decide what objectives and standards they want the students to know. Then, the teacher should develop an assessment, then a lesson, and then teach the students the information they need to know in order for them to be successful on their assessment. Assessments are reliable if they are consistent. For example, if the test is given to students this week and then the next week the scores should be the same or similar. When I was in school I had many teachers who would teach us the test word for word and would give us a study guide the night before, where the assessment contained the same questions found on the study guide. I also remember taking assessments where none of the students in the class knew the answers because the specific material was not discussed in class. Those examples are how I related to the validity aspect. The next example is how I was able to relate to the reliability aspect. In school when the information was given to me in a study guide form, I remembered it just long enough to pass the test. Although, when that particular information would appear on the end of grade exam I could not recall the information. On the other hand when the teacher would really teach the material and have us remember it in different ways, I would be able to recall the information on the assessments and the EOG's. When a teacher is making sure the assessment is valid and reliable they are following some particular North Carolina Professional Teaching Standards. I found two that I could relate this concept with under the standard four which is Teachers Plan Instruction. The first one states that "Teachers use a variety of methods to assess what each student has learned," this includes their assessment processes. The other one states that "Teachers plan instruction appropriate for their students." The third standard I found is under standard five which is Teachers reflect on their Practice. This standard states, "Teachers analyze student learning." The assessments are analyzed to see student learning and progress.
I found a resource that helps give teachers some helpful ways to make sure their assessments are reliable. This article mentioned the act of giving longer assessments, giving more test, and giving clear directions. If you would like to check out some of these helpful tips the article is linked below.
I have learned for my future classroom, I want to make sure my assessments are valid and reliable for my students. I will do this by teaching the information the students need to know that go along with the standards. I will teach this information only after I have determined the standards and objectives, created an assessment, and created a lesson plan that coincides. I will also make sure the assessments are reliable by giving the students clear directions, an assessment that has enough questions, and giving the students enough time to really learn and feel confident with the material. I will also make sure the assessments contain objective and subjective questions. I also believe in encouraging students to get a good nights sleep and to eat a good meal before any assessment and to take their time on the test. I found the information this week to be very informative and helpful to understanding the assessment process and creation. When an assessment follows these guidelines, I believe the students will have the skills and knowledge to be successful on all their assessments.
Links-
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
http://www.k-state.edu/ksde/alp/activities/Activity2-4.pdf
In class we also discussed the fact that assessments need to be valid and reliable. For an assessment to be valid it must measure what the teacher wants it to measure. For instance it should measure what the teacher has taught. This does not mean the teacher should teach the test word for word. The teacher should decide what objectives and standards they want the students to know. Then, the teacher should develop an assessment, then a lesson, and then teach the students the information they need to know in order for them to be successful on their assessment. Assessments are reliable if they are consistent. For example, if the test is given to students this week and then the next week the scores should be the same or similar. When I was in school I had many teachers who would teach us the test word for word and would give us a study guide the night before, where the assessment contained the same questions found on the study guide. I also remember taking assessments where none of the students in the class knew the answers because the specific material was not discussed in class. Those examples are how I related to the validity aspect. The next example is how I was able to relate to the reliability aspect. In school when the information was given to me in a study guide form, I remembered it just long enough to pass the test. Although, when that particular information would appear on the end of grade exam I could not recall the information. On the other hand when the teacher would really teach the material and have us remember it in different ways, I would be able to recall the information on the assessments and the EOG's. When a teacher is making sure the assessment is valid and reliable they are following some particular North Carolina Professional Teaching Standards. I found two that I could relate this concept with under the standard four which is Teachers Plan Instruction. The first one states that "Teachers use a variety of methods to assess what each student has learned," this includes their assessment processes. The other one states that "Teachers plan instruction appropriate for their students." The third standard I found is under standard five which is Teachers reflect on their Practice. This standard states, "Teachers analyze student learning." The assessments are analyzed to see student learning and progress.
I found a resource that helps give teachers some helpful ways to make sure their assessments are reliable. This article mentioned the act of giving longer assessments, giving more test, and giving clear directions. If you would like to check out some of these helpful tips the article is linked below.
I have learned for my future classroom, I want to make sure my assessments are valid and reliable for my students. I will do this by teaching the information the students need to know that go along with the standards. I will teach this information only after I have determined the standards and objectives, created an assessment, and created a lesson plan that coincides. I will also make sure the assessments are reliable by giving the students clear directions, an assessment that has enough questions, and giving the students enough time to really learn and feel confident with the material. I will also make sure the assessments contain objective and subjective questions. I also believe in encouraging students to get a good nights sleep and to eat a good meal before any assessment and to take their time on the test. I found the information this week to be very informative and helpful to understanding the assessment process and creation. When an assessment follows these guidelines, I believe the students will have the skills and knowledge to be successful on all their assessments.
Links-
http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf
http://www.k-state.edu/ksde/alp/activities/Activity2-4.pdf
Thursday, September 14, 2017
Feedback and Summative Assessments
This week in class we discussed the importance of giving feedback to our future students and we discussed summative assessments. Feedback is very important and vital to help the student to understand exactly what they have done right and exactly what they need to improve on. When a child performs a concept correctly the teacher should tell them what they did good on. When a child does not perform a concept correctly the teacher should explain what part of the concept they messed up on and tell them how they could improve this error. For instance, while at my job when I observe a student writing their name on their drawing and I see that they are writing a letter backwards, I can give them feedback right away. I can say "You are doing a great job writing your name by yourself, lets look at this letter, you have wrote it backwards, our letters face this way, let me show you how to write the letter this way." Also, if the student is having a good day and following the rules I try to congratulate them. For example, we have a student who continued to poop in their pants one to two times a day and he is in the three year old class. When he would have a day where he did not poop in his pants and choose to poop in the potty we would tell him what a great job he did and how he made the right big boy choice. If students are given positive feedback that helps them to see exactly what they are doing wrong not only in their course work but also in their behaviors they are able to see what they need to improve on and how to improve it. The teacher wants to make sure that the student receives the feedback so that they can fix their mistakes helping the student to be successful in their learning. The North Carolina Professional Teaching Standard that feedback relates to is located in the standard four "Teachers Facilitate learning for their Students." This particular standard states that "Teachers use a variety of methods to assess what each student has learned." I found an article that explains to the reader five ways to give the learner feedback that is going to be beneficial and helpful for the learner. In these five ways the teacher should be precise with their feedback, give the feedback as soon as possible, show the learner how far or close they are from their goal, give the feedback in a respectful manner, and make sure the learners are taking part. To read more in depth about the five ways to give feedback the link can be found below.
In class we also discussed the different types of summative assessments. These assessments are the EOGs, EOCs, unit tests, some homework, and projects. The summative assessments are to happen at the end of either a semester, end of unit, end of chapter, etc. The teaching should go along with what the teacher is assessing. The teacher should make sure that the assessments go along with the objectives. The standard mentioned above also connects with summative assessments as well.
As a future teacher I will do my best to give my future students positive and helpful feedback to help them to be successful in all that they do. I want my future students to be aware of their strengths and where they could improve on. Some students just might have to work a little harder in some areas then other students. This does not mean they cannot be successful this just means they may learn the material in a different way. I want my future students to be aware on how they can improve certain aspects, where they are in reaching their goals, and I want them to know the resources they can utilize in order to reach their goals. I also will strive to do my best to make sure the I am teaching my future students the information and learning targets that are going to be assessed. I want my students to be prepared and to be successful with their summative assessments.
Links:
https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger
In class we also discussed the different types of summative assessments. These assessments are the EOGs, EOCs, unit tests, some homework, and projects. The summative assessments are to happen at the end of either a semester, end of unit, end of chapter, etc. The teaching should go along with what the teacher is assessing. The teacher should make sure that the assessments go along with the objectives. The standard mentioned above also connects with summative assessments as well.
As a future teacher I will do my best to give my future students positive and helpful feedback to help them to be successful in all that they do. I want my future students to be aware of their strengths and where they could improve on. Some students just might have to work a little harder in some areas then other students. This does not mean they cannot be successful this just means they may learn the material in a different way. I want my future students to be aware on how they can improve certain aspects, where they are in reaching their goals, and I want them to know the resources they can utilize in order to reach their goals. I also will strive to do my best to make sure the I am teaching my future students the information and learning targets that are going to be assessed. I want my students to be prepared and to be successful with their summative assessments.
Links:
https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger
Thursday, September 7, 2017
Assessments and Data
This is our third week of class and I feel like we have already learned so much! I am excited to learn even more throughout the semester. This week in teams we were discussing all the different types of assessments and how teachers can use them in their classrooms. I really enjoyed learning more about the formative assessments. I believe this type of assessment will be critical in assessing all of the students at one time and for setting the pace of the classroom. In my past lesson planning I have used the exit tickets, which is a formative assessment aspect. I really like the exit tickets and think that it will be a great way to see where my students are individually and where the class as a whole are after a lesson. An example of myself using a formative assessment with my students in daycare this week would be when we were going over colors. I will walk around the room and point to different colors that are in the room, rather it be the wall, something on the bulletin board, a poster, or an object. Each child has a turn to tell me what color they think what I am pointing to is. Then, the other students put a thumbs up if they agree with the color said or a thumbs down if they don't agree with the color said. This way I am able to access the students individually and see if the whole class is on the same page. Using formative assessments in the classroom goes along with standard "Teachers use a variety of methods to assess what each student has learned." This standard is found under the North Carolina Professional Teaching standard 4 "Teachers Facilitate Learning for their Students." I found an article called Formative Assessment is Fundamental to Good Teaching, this was a very interesting and informative article. This article talked about how using formative assessments in the classroom increases the involvement from students in the classroom. This made me even more excited to use formative assessments in my lessons so that my future students are staying engaged, excited about the lesson, and their brains are constantly learning because they are involved and not bored. The link to the article is below if you would like to check it out for yourself. Although, I was very intrigued by the formative assessments, I believe that all of the different assessments are equally important and should all be used in the classroom in order to help the students to be successful in their educational journeys. All of the assessments work together in helping the teacher to see where the students are individually, as a class, and tells the teacher how to set the pace for the class.
In teams this week we also discussed the importance of data from the assessments. The data helps the teacher to make instructional decisions by determining the pace of the classroom, by changing the way he/she gives instruction, by using different teaching methods, by knowing if they need to reteach a lesson or if they can move on. All of these task are made or changed after the teacher knows the data from the assessments and is able to reflect on them and learn from them. Without the data from the assessments the teachers would not know how to help their students, if how they are teaching is working, or if they need to use different methods in the classroom. Data is a huge key to helping the teachers to know how to help the students and the whole class in order to help them all to be successful. Collecting data and learning from it goes along with the standard "Teachers analyze student learning," where it says "Collect and analyze student performance data to improve effectiveness." This standard was found under the Standard 5 "Teachers Reflect on Their Practice." For example, if after I assess the students learning their colors and I see that seven out of the eight students do not know the color green, then I know to incorporate more learning with the color green into their week. For example, I could talk about animals that are green, foods that are green, and show them plants. This would help the students to see the color more, learn more about it, and be able to connect the color with real life objects.
For my future classroom I hope to be able to learn how to incorporate formative assessments into the lessons without students realizing that I am assessing them. Also, I want them to still be enjoying the lesson and being engaged in the lesson, while I am assessing them at the same time. I hope to be able to incorporate all of the assessments into my classroom so that all of my future students can be successful in their education. I also want to learn ways to help my students to not worry so much over the EOGs or other summative assessments they may have. Thank you for reading my blog and I hope you enjoyed it!
Link
https://www.msdf.org/blog/2016/05/formative-assessment-fundamental-to-good-teaching/
In teams this week we also discussed the importance of data from the assessments. The data helps the teacher to make instructional decisions by determining the pace of the classroom, by changing the way he/she gives instruction, by using different teaching methods, by knowing if they need to reteach a lesson or if they can move on. All of these task are made or changed after the teacher knows the data from the assessments and is able to reflect on them and learn from them. Without the data from the assessments the teachers would not know how to help their students, if how they are teaching is working, or if they need to use different methods in the classroom. Data is a huge key to helping the teachers to know how to help the students and the whole class in order to help them all to be successful. Collecting data and learning from it goes along with the standard "Teachers analyze student learning," where it says "Collect and analyze student performance data to improve effectiveness." This standard was found under the Standard 5 "Teachers Reflect on Their Practice." For example, if after I assess the students learning their colors and I see that seven out of the eight students do not know the color green, then I know to incorporate more learning with the color green into their week. For example, I could talk about animals that are green, foods that are green, and show them plants. This would help the students to see the color more, learn more about it, and be able to connect the color with real life objects.
For my future classroom I hope to be able to learn how to incorporate formative assessments into the lessons without students realizing that I am assessing them. Also, I want them to still be enjoying the lesson and being engaged in the lesson, while I am assessing them at the same time. I hope to be able to incorporate all of the assessments into my classroom so that all of my future students can be successful in their education. I also want to learn ways to help my students to not worry so much over the EOGs or other summative assessments they may have. Thank you for reading my blog and I hope you enjoyed it!
Link
https://www.msdf.org/blog/2016/05/formative-assessment-fundamental-to-good-teaching/
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