Assessment Inventory | ||||
Date | Name and Description | Assessment Administration | Outcomes Assessed | Improvement of Teaching and Learning Process |
Column1 | Column2 | Column3 | Column4 | Column5 |
11-Jan | Summative Assessment Chapter 8 Quiz focused on Section 8.3 about Exponents | In class quiz | Understanding of the rules of exponents | Assessing student's knowledge about the rules of exponents helps teachers become more effective |
31-Jan | Formative Assessment Fractional Exponent Introductory Worksheet | In class worksheet | Introduce students to fractional exponents | See if students can recall information learned in middle school and where they stand with that knowledge now; Transitions students to a new concept: fractional exponents |
31-Jan | Formative Assessment Review Worksheet about Exponents | In class assessment graded as class participation | Understanding of exponents | Assessment allows teachers to decide whether students need another lesson or if students are ready for the next topic |
7-Feb | Formative Assessment Worksheet about the Transformations of Exponential Functions | In class worksheet | Understanding of how certain parts of exponential equation transforms the parent function of an equation | Practice worksheet helps students get comfortable with an understanding of how certain variables tranform the equation rather than relying on a table of values |
14-Feb | Formative Assessment Worksheet about Growth/Decay Models of Exponential Functions | In class lesson worksheet | Introduce students to exponential growth and decay and how to recognize it in word problems | Allows students to practice exponential functions with real-life related questions |
21-Feb | Formative Assessment Worksheet about Solving Exponentials | In class group worksheet | Graphing calculator skills of finding solutions for exponential functions | Technology lesson helps students learn how to use a calculator; helps students follow certain steps to find a solution on the graph and table of values |
3-Mar | Summative Assessment Chapter 7 Quiz: Operations of Polynomials | In class quiz | Identifying and operations with polynomials | Helps teachers assess students' knowledge |
15-Mar | Formative Assessment Worksheet about Factoring Polynomials | In class worksheet | Factoring Polynomials | Assess student's understanding and skills of factoring polynomials |
Sunday, March 19, 2017
Assessment Inventory
Philosophy of Assessment
After learning about numerous
assessments, I have realized that they can all offer something to the
classroom. When choosing an assessment, I first consider what kind of learning
I would like to assess. For example, if I want to see how well students work in
the lab, I would not choose to give a written test or an essay because it would
not accurately measure their abilities. Instead, I would use a performance lab
activity and observe students to see if they can properly use things such as
the microscope and pipettes. Using this kind of thinking, I will use tests,
exit tickets, oral presentations, and other assessments in the classroom based
on what the learning criteria entails.
Just as I will use assessments to
help students learn better, I will also use assessments to help me teach
better. I will statistically analyze the results of tests and other assessments
to determine which questions should be rewritten or omitted. I will also use
exit tickets to help me determine if there is something I am not teaching
effectively. For example, if an exit ticket shows me that the majority of the
class is confused about a certain topic, I will readdress the topic to the
class and make a note in my lesson plans to teach it differently in future
classes. Finally, I will use student surveys to help me determine what I can
improve upon. The survey questions will address how helpful certain class
activities and teaching methods were and a section will allow students to
include their own comments.
Along with becoming more effective
in teaching certain subjects, part of becoming a better teacher includes fairness.
If rubrics are elusive or subjective, there is room for favoritism in the
grading. I will be a fair grader by creating structured rubrics to avoid any
personal bias. I will consult with other teachers to make sure my assessments
and rubrics are effective and fair. I will also assure that my assessments do
not discriminate against different abilities by making sure student learning is
measured rather than students’ innate abilities.
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References
Hall, R.A.
(2011). Affective assessment: The missing piece of the educational reform
puzzle. Delta Kappa Gamma Bulletin:
International Journal for Professional Educators, 77(2), 7.
Kingston, N.,
& Nash, B. (2011). Formative
assessment: A meta-analysis and a call for research. Education Measurement:
Issues and Practice, 30(4), p. 28-37.
McMillian, J.H.
(2008). Assessment essentials for
standards-based education. Thousand Oaks, CA: Corwin Press.
Friday, March 10, 2017
Grading
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https://thumbs.dreamstime.com/x/boring-teacher-23630688.jpg |
I want to use my past experiences to help shape me into a fair
grader. I want to be clear about my expectations towards my students by
providing detailed rubrics and study guides. I also want to utilize my class
time as well as I can by providing engaging lessons while speaking in a clear, enthusiastic
voice. To prevent from bias, I want to use by rubrics to grade student work as
objectively as possible. If it helps, I could grade the assessments while
covering the name of the student to assure that I don’t act on any assumptions
I have of how well my students should have done.
Reference
Guskey,
T. R. (2006). "It Wasn't Fair!" Educators' Recollections of Their
Experiences as Students with Grading. Paper presented at the Annual Meeting of
the American Educational Research Association, San Francisco, CA.
Saturday, March 4, 2017
Student Ability
After reading the book about growth
and fixed mindsets (Dweck, 2007), I am inclined to believe that students have
the ability to succeed if they so desire. I believe all students are capable of
learning given the right mindset and the right environment. The right
environment can be at home or in school. For example, I have a mom that’s a
math teacher so I got a very solid foundation at home. For other people who
can’t have that kind of help at home, teachers can help create that right
environment in the classroom.
To create this type of environment,
a teacher can use various teaching strategies. Teachers can accommodate the
various types of learners by speaking a lot to audio learners and using
diagrams and drawings for visual learners. Teachers can also use techniques to
help learners with disabilities including color-coding, peer/cross-age
tutoring, and use of calculators (Maccini & Gagnon, 2006).
I believe that students can show
how well they are learning, but it might not be in the same exact way. Some
people are strong writers and some people are strong singers. Although everyone
does have the ability to grow stronger in abilities they are weaker in (Dweck,
2007), it can be easier for one to express oneself using abilities they are
strong in. For example, when two students understand something equally, one may
express it in words while the other expresses it in pictures.
To ensure my students have the
opportunity to express their learning, I will include various dimensions to my
assessments. On tests, I will include a variety of test questions including
critical-thinking questions, multiple-choice questions, and essay prompts. For
projects, I will give students a flexibility to choose what they would want to
do whether it be creating a mural, writing a skit, or writing a rap song. By
using a variety of assessments, I will keep from being biased by only using one
assessment type over and over again.
References
Dweck, C.S.
(2007). Mindset: The new psychology of
success. New York: Ballantine.
Maccini, P.,
& Gagnon, J.C. (2006). Mathematics Instructional Practices and Assessment
Accommodations by Secondary Special and General Educators. Exceptional Children, 72(2), 217-234.
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