Assess wk 5
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Assess wk 5 Document Transcript

  • 1. Running head: TRADITIONAL ASSESSMENT 1 Traditional Assessment: Pencil to paper assessment for trial and error Danielle Kawcak Walden University Dr. Paul Trautman EDUC 6731: Assessment for Student Learning June 8, 2014
  • 2. TRADITIONAL ASSESSMENT 2 Traditional Assessment: Pencil to paper assessment for trial and error Dr. Stiggins highlights the value of traditional assessment methods by accentuating the potential for such assessments to support learning by “saving teachers time, promoting high levels of student achievement and enhancing student engagement” (Laureate Education, 2010). These ideals have the potential to dramatically affect the nature of learning in the classroom if implemented with caution regarding a variety of test biases that may become apparent with assessment. With these characteristics in mind, it is essential that teachers develop traditional assessments with a mindset of learning in mind. As Dr. Stiggins mentioned, this style of assessment may be used more efficiently as a teaching/learning tool to essentially guide learning (Laureate Education, 2010b). This leads to a practice of planned and goal-driven learning for students. Not only does the teacher have a guide for teaching, but students also have a mindset on the importance and essentials of their learning. In the examples I have created, I have used my proposition to establish a variety of traditional assessment questions that may be used for assessment of students as well as a guide for me to maintain focus on the importance of student learning. Students having the knowledge of these clear targets in the test items, students will be able to reflect on their learning and relate each learning opportunity to the essential targets we are working toward. In The Understanding by Design guide to creating high-quality units, Jay McTighe and Grant Wiggins explain that assessment methods of this capacity will most likely be used as “Other Evidence” but it is highly important that as we are creating units, we also have purpose behind those pieces of “Other Evidence” (McTighe, J. & Wiggins, G., 2011). As long as there is rationale behind the implementation and use of these types of assessment, teachers may be able to use them in thoroughly productive, efficient manners.
  • 3. TRADITIONAL ASSESSMENT 3 Area of Curriculum: Movement Proposition: If you wanted to create, plan and develop an efficient slide, you could research and explore several means of trial and error relationships to establish a rationale based on characteristics of movement. True True/False Item: A true true/false item is the proposition itself or part of the proposition. One viable way to develop a slide is to create a plan based on the exploration of movement through trial and error relationships. False True/False Item: A false true/false item is the proposition or part of the proposition, in which part of the proposition is false. One realistic and meaningful way to develop an informed rationale for a slide is to use irrational information and data. Short Answer or Fill-in-the-Blank Item If you wanted to create, plan and develop an efficient slide, you could ____________________________________________________________. Multiple-Choice Item Which of the following are ways to develop a slide with an informed rationale for performance? Explore and research through trial and error relationships of movement. (Correct answer) Make up reasoning for the performance of first and only slide developed. (Distractor) Use ten test objects to slide down one slide as sole exploration of movement. (Distractor) Use products of one only one materials as sole exploration of movement. (Distractor) (Tileston, D. W.,2004) Essay Item Discuss how you can plan, create and develop an efficient slide with a developed rationale speaking to the characteristics of movement. Explain two means of developing an informed rationale for the efficiency of a product. The test items that I have established directly relate to the essentials of the proposition created as a goal for learning. With this in mind, this may be a guiding document in my
  • 4. TRADITIONAL ASSESSMENT 4 teaching. As the assessment questions directly reflect the essential learning I will be focused on, students will be able to use this assessment tool as an avenue of focus in their learning. Student reflection through this assessment tool will be an essential key to its use. Empowering students to use their learning opportunities and make connections to their outstanding learning goal is highly effective in encouraging the transfer of learning. Dr. Stiggins brings forth the reality of test biases present in various assessment methods (Laureate, 2010c). Of the many test biases brought into focus, one that seems to evident in kindergarten is that of the lack of skills necessary to complete tasks on such traditional assessments. As I have developed the unit, differentiation attending to the needs of students and furthermore restricting these biases throughout learning opportunities has been a focus in the attempt to meet the needs of all students. With these traditional assessment methods, there needs to be much attention to the biases revealed by the consideration of developmental appropriateness and student readiness. In accordance with NAEYC's indicators of effective assessment practices, assessments should be “appropriate for ages and other characteristics of children being assessed” (NAEYC, 2009). With this in mind, students may not be expected to read and develop written responses for these test products but rather alternately show understanding of the developed questions. Additionally, the power that these questions regarding essential student learning have for young students in the process of making connections and develop learning throughout content areas and settings is great in their development of understanding.
  • 5. TRADITIONAL ASSESSMENT 5 References Laureate Education, Inc. (Executive Producer). (2010). Assessment for student learning: Paper- and-pencil assessments. Baltimore: Author. McTighe, J. & Wiggins, G. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA. Tileston, D. W. (2004). What every teacher should know about student assessment. Thousand Oaks, CA: Corwin Press. National Association for the Education of Young Children. (2009). Where we stand on curriculum, assessment and program evaluation. Retrieved from http://www.naeyc.org/ files/naeyc/file/positions/StandCurrAss.pdf
  • 6. Running head: STUDENT OBSERVATION 6 Walden University M.S. in Education Program Formative Evaluative Criteria for Applications and Reflective Essays Quality of Work Submitted Work reflects graduate-level critical, analytical thinking. A: Exemplary Work A = 4.00 (60) A- = 3.75 (55) All of the previous, in addition to the following: B: Graduate Level Work B+ = 3.50 (50) B = 3.00 (45) B- = 2.75 (40) All of the previous, in addition to the following: C: Minimal Work C+ = 2.50 (35) C = 2.00 (30) C- = 1.75 (25) F: Work Submitted but Unacceptable F = 1.00 Adherence to Assignment Expectations: The extent to which work meets the assigned criteria. All parts of the assignment exceed expectations. All parts of the assignment are completed. Most parts of assignment are completed. The assignment does not fulfill the expectations. Integrates additional material and/or information. Topics are fully developed. Topics are not fully developed. Key components are not included. The work is presented in a thorough and detailed manner. The work is presented in an appropriate manner. The work is presented with minimal detail. The work is presented with no detail. Demonstrates exceptional breadth and depth. Demonstrates appropriate breadth and depth. Demonstrates minimal depth and breadth. Work lacks breadth and depth. Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to understand the assignment’s purpose and analyze material in videos, Demonstrates the intellectual ability to explore and/or implement key instructional concepts. Demonstrates a clear understanding of the assignment’s purpose. Shows some degree of understanding of the assignment’s purpose. Shows a lack of understanding of the assignment’s purpose. Demonstrates insightful reflection and/or critical thinking. Demonstrates careful consideration of key instructional concepts. Generally applies theories, concepts, and/or strategies correctly. Does not apply theories, concepts, and/or strategies.
  • 7. Running head: STUDENT OBSERVATION 7 readings, discussions, and apply presented strategies. Sources may include, but are not limited to, scholarly articles, collegial discussions, and information from conferences, in service, faculty development, and/or meetings. To receive an A paper, you must use outside sources. Provides an in- depth analysis that is critical and discusses implications for education. Provides an appropriate analysis that should be more in-depth. Ideas are unclear and/or underdeveloped. Does not provide an analysis. Includes information from all the required course videos and/or readings to support major points. Includes specific information from course videos or required readings to support major points. See assignment below for all required resources. Minimally includes specific information from course videos or required readings. Does not include specific information from course videos or required readings. Demonstrates exceptional inclusion of major points, using creditable outside sources. Does not use a creditable outside source to support major points or analysis All ideas are not supported by the literature with appropriate citations and does not use an outside source Does not use any appropriate source to support ideas or analysis. Paper lacks any citations or references. Written Expression and Formatting: The extent to which scholarly, critical, analytical writing is presented in APA format, that is written in standard edited English with correct grammar, mechanics, spelling, organization, etc. The paper represents scholarly writing. The paper is well organized and represents good writing. The paper somewhat represents mature, scholarly, graduate-level writing. The quality of writing is not acceptable for graduate level work. Correct APA formatting and style always used throughout. Correct APA formatting is mostly used. APA formatting is generally followed. The APA formatting is not acceptable for graduate level work. The work is unified around a central purpose with well- developed ideas. Ideas are clearly and concisely expressed. Ideas are not clearly and concisely expressed. Major points do not reflect appropriate elements of communication.
  • 8. Running head: STUDENT OBSERVATION 8 The work is logically organized in paragraph structure with clear transitions. Elements of effective communication, such as an introduction and conclusion, are included. Elements of effective communication, such as an introduction and conclusion, are not included. There is no effort to express ideas clearly and concisely using the elements of effective communication. Work is written in compelling and effective standard edited English. Work is written in standard edited English. Work is poorly written, much in non-standard English, and not sufficiently edited. Work is not written in standard English and not acceptable for graduate level work. Sentences are effective, varied, clear, and concise, with powerful expression evident. Few, if any, grammatical or mechanical errors. Work contains more than a few grammatical or mechanical errors. Work contains many grammatical or mechanical errors, making it difficult to understand. Grade: A Comments: There are important APA and Walden University requirements that must be followed for every paper: • Correctly formatted title page. • Correctly formatted running head and pagination. • The use of Times New Roman, 12-point font only, every line double- spaced, and one-inch margins on all four sides. • APA essay style writing (except where explicitly stated), including an introductory paragraph that explains the purpose of the assignment with a well-formulated thesis statement; a body of evidence and analysis; and a concluding paragraph that summarizes your ideas and discusses the educational implications. • Citations/reference entries for every idea/concept presented – even your own. • Correctly written reference entries. Use of at least half of the required resources & one outside source. It is expected that all applications and reflective essays will be submitted according to the assignment due dates indicated. Exceptions may be made at the discretion of the faculty member if contacted by the student prior to the due date describing extenuating circumstances. Updated: 7-3-2012