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We promise you will be happy with results of cooperation. Despite the importance of assessments in education today, few teachers receive much formal training in assessment design or analysis. A recent survey showed, for example, that fewer than half the states require competence in assessment for licensure as a teacher Stiggins, Lacking specific training, teachers rely heavily on the assessments offered by the publisher of their textbooks or instructional materials.
When no suitable assessments are available, teachers construct their own in a haphazard fashion, with questions and essay prompts similar to the ones that their teachers used. They treat assessments as evaluation devices to administer when instructional activities are completed and to use primarily for assigning students' grades.
To use assessments to improve instruction and student learning, teachers need to change their approach to assessments in three important ways. Nearly every student has suffered the experience of spending hours preparing for a major assessment, only to discover that the material that he or she had studied was different from what the teacher chose to emphasize on the assessment.
This experience teaches students two un-fortunate lessons. First, students realize that hard work and effort don't pay off in school because the time and effort that they spent studying had little or no influence on the results. And second, they learn that they cannot trust their teachers Guskey, a.
These are hardly the lessons that responsible teachers want their students to learn. Nonetheless, this experience is common because many teachers still mistakenly believe that they must keep their assessments secret. As a result, students come to regard assessments as guessing games, especially from the middle grades on. They view success as depending on how well they can guess what their teachers will ask on quizzes, tests, and other assessments.
Some teachers even take pride in their ability to out-guess students. They ask questions about isolated concepts or obscure understandings just to see whether students are reading carefully. Classroom assessments that serve as meaningful sources of information don't surprise students. Instead, these assessments reflect the concepts and skills that the teacher emphasized in class, along with the teacher's clear criteria for judging students' performance. These concepts, skills, and criteria align with the teacher's instructional activities and, ideally, with state or district standards.
Students see these assessments as fair measures of important learning goals. And if it is not important enough to teach, then there's little justification for assessing it. The best classroom assessments also serve as meaningful sources of information for teachers, helping them identify what they taught well and what they need to work on.
Gathering this vital information does not require a sophisticated statistical analysis of assessment results. Teachers need only make a simple tally of how many students missed each assessment item or failed to meet a specific criterion. State assessments sometimes provide similar item-by-item information, but concerns about item security and the cost of developing new items each year usually make assessment developers reluctant to offer such detailed information.
Once teachers have made specific tallies, they can pay special attention to the trouble spots—those items or criteria missed by large numbers of students in the class. In reviewing these results, the teacher must first consider the quality of the item or criterion. Perhaps the question is ambiguously worded or the criterion is unclear. Perhaps students mis-interpreted the question. Whatever the case, teachers must determine whether these items adequately address the knowledge, understanding, or skill that they were intended to measure.
If teachers find no obvious problems with the item or criterion, then they must turn their attention to their teaching.
When as many as half the students in a class answer a clear question incorrectly or fail to meet a particular criterion, it's not a student learning problem—it's a teaching problem.
Whatever teaching strategy was used, whatever examples were employed, or whatever explanation was offered, it simply didn't work. Analyzing assessment results in this way means setting aside some powerful ego issues.
They just didn't learn it! Can effective teaching take place in the absence of learning? Some argue that such a perspective puts too much responsibility on teachers and not enough on students.
Shouldn't students display initiative and personal accountability? Indeed, teachers and students share responsibility for learning. Even with valiant teaching efforts, we cannot guarantee that all students will learn everything excellently.
Only rarely do teachers find items or assessment criteria that every student answers correctly. A few students are never willing to put forth the necessary effort, but these students tend to be the exception, not the rule. If a teacher is reaching fewer than half of the students in the class, the teacher's method of instruction needs to improve.
And teachers need this kind of evidence to help target their instructional improvement efforts. If assessments provide information for both students and teachers, then they cannot mark the end of learning.
Instead, assessments must be followed by high-quality, corrective instruction designed to remedy whatever learning errors the assessment identified see Guskey, To charge ahead knowing that students have not learned certain concepts or skills well would be foolish. Teachers must therefore follow their assessments with instructional alternatives that present those concepts in new ways and engage students in different and more appropriate learning experiences.
High-quality, corrective instruction is not the same as reteaching, which often consists simply of restating the original explanations louder and more slowly.
Instead, the teacher must use approaches that accommodate differences in students' learning styles and intelligences Sternberg, Although teachers generally try to incorporate different teaching approaches when they initially plan their lessons, corrective instruction involves extending and strengthening that work. You can easily evaluate your performance by reviewing a checklist of thoughtful questions that target key learning areas. Doing a self-assessment every few weeks can help you improve your learning style and earn the grade you want.
Review the class syllabus and grading criteria to get a sense of how your professor will evaluate your work at the end of the semester. Knowing how your professor thinks will help you write your evaluation. English classes tend to assess writing skills such as grammar, syntax, writing thesis statements and making a coherent argument. More specific English classes, such as creative writing, tend to evaluate your ability to create a character and plot in short stories.
Other English classes, such as Shakespeare, will measure your ability to present a critical analysis of the material. Tailor your self-evaluation to the specific goals of the class.
Write a list of five to 10 evaluation questions. They should reflect the course mission. For example, if your English professor wants you to understand how to write a research paper, write questions that address the different aspects of a research paper. You might write a question that addresses the clarity and sophistication of your thesis statement, another that addresses the organization of your body paragraphs and topic sentence, and another that assesses the quality of your conclusion.
If you give yourself a letter grade, be sure to add a few lines of description. These lines of description will help trigger your memory when you go back and review the self-assessment. Consider whether you come to class regularly or miss many classes, and whether you come to class on time or often arrive late.
A “help writing a professional learning assessment paper” number of states are using or exploring the use of formative assessment in their districts and schools to improve learning outcomes for students The Praxis ® tests measure the academic skills and subject-specific content knowledge needed for teaching.
Writing a Research Paper. This page lists some of the stages involved in writing a library-based research paper. Although this list suggests that there is a simple, linear process to writing such a paper, the actual process of writing a research paper is often a messy and recursive one, so please use this outline as a flexible guide.
Professional learning paper: Significant Aspects of Learning. Assessing progress and achievement in Numeracy and Mathematics. The work in progress on Significant Aspects of Learning was reviewed in June and July. Prior learning assessment Fine arts Technical/professional skills Career preparation Successful Use of Learning Portfolio If you’d like some structure to help you with the Writing = Learning Selectivity, judgment, responsibility.
Teacher engagement in assessment in high-performing countries | godliterature.tk 5 Involving teachers in scoring assessments is powerful professional development because it connects teacher learning directly to their examination of student learning, and gives them the opportunity to think together about . We provide high quality essay writing services on a 24/7 basis. Original papers, fast turnaround and reasonable prices! Call us toll-free at