Reflective Essay essay

Assessment for Student Learning June 28, 2015 can give faith that my assumptions about assessment have been changed throughout this course. Dry. Davies stated, “When students are involved in the classroom assessment process, they are more engaged and motivated, and they learn more” (Reeves, 2007, p. 31). Therefore, when creating are lesson plans we should establish appropriate learning goals and assessments that motivate students.

Before this course, I was a failure in creating assessments hat tied up with standards and the course content.This course has really helped me in developing assessments and knowing the importance in engaging and motivating students. Reflecting on what I have learned, made me change the assessments unit I developed on the Fibonacci sequence in a positive way. For example, now the group task of interpreting the Fibonacci sequence allows them to work together to determine the definition of optical illusions and to identify examples of what they collectively interpret are illusions. Also, they promote student involvement. It includes group reservations and elections.

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For the other group task, I will distribute a variety of samples of the seven basic types of illusions to each group. Students will have time to discuss and evaluate what they are seeing. In the end, each group make a presentation about the classifications of their samples. I believe that now the assessments included in my unit plan promote student involvement.

For example, giving them the opportunity to create their own definition of optical illusion makes them feel that their opinions matter and promotes discussion in the class.Also, making them do reservations allows the presenters to be very engaged with the material. Furthermore, I learned how can teaching skills with curriculum content improves learning.

Silva (2009, p. 630) stated, “An emphasis on what students can do with knowledge, rather than what units of knowledge they have, is the essence Of 21st-century skills. ” This led me to re-evaluate the performance tasks I created for my unit plan.

Therefore, decided to create a new performance task that could emphasize higher order thinking and problem solving. Considering Dry.Duffer’s plea for educators to “unleash the potential f effective assessment”, teachers have the power to create a collaborative culture, motivate students, promote continuous improvement, and be an engine for transforming student’s live and even schools (Reeves, 2008).

The story that Dry. Duffer narrates in his epilogue demonstrates the ability to practice effective assessments. Also, in his story we can evidence the importance of continuous improvement. In most schools, this requires an organizational or professional commitment to an ongoing process of learning, self-reflection, adaptation, and growth.

Some changes I would initiate at my school to make the “Tale of Excellence” a reality, would be to create interdisciplinary units in all classes. At the high school, I am that only teacher who creates Interdisciplinary L]bad plans. Also, will promote paper and pencil assessments for student involvement. Dry.

Stinging emphasized the value of traditional assessment methods by drawing attention to 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).Furthermore, to use rubrics whenever necessary or different types of assessments. In my opinion, rubrics make assessing the students’ work efficient, consistent, objective, and quick. Rater & McVeigh (2001, p. 8) stated, ‘The best rubrics are worded in a way that covers the essence of what we, as teachers, look for when we’re judging quality, and they reflect the best thinking in the field as to what constitutes good performance. These goals bring the possibility to dramatically influence the nature of learning in the classroom if applied with attention concerning a diversity of test inclinations that might begin to be evident with assessment.

Eave learned many new concepts in this course that will be fundamental throughout my Masters degree program in Walden and in my professional career as a teacher. References Rater, A. & McVeigh, J.

(2001). Scoring rubrics in the classroom: Using performance criteria …

. For assessing and improving student performance. Thousand Oaks, CA: Corning. Reeves, D. B. (deed).

(2007).Ahead of the curve: The power of assessment to transform teaching …

… And learning. Bloomington, IN: Solution Tree Press. Silva, E. (2009).

Measuring skills for 21 SST-century learning. Phi Delta Kappa, 90(9), 630-634. . .

.. Retrieved from the Academic Search Complete database. 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 (44) A- = 3. 75 (40) All of the previous, in addition to the following: B: Graduate Level Work B+ = 3. 50 (36) 3. 0 (33) B- = 2. 75 (29) C: Minimal Work C+ = 2. 50 (26) c 2. 00 (22) c- = 1. 75 (18) F: Work Submitted but Unacceptable Adherence to Assignment Expectations The extent to which work meets the assigned criteria.

Assignment exceeds expectations, integrating additional material and/or information. All parts of the assignment are completed, with fully developed topics. Most parts of assignment are completed. Does not fulfill the expectations Of the assignment. The work is presented in a thorough and detailed manner.

Topics are not fully developed. Key components are not included. Assignment demonstrates exceptional breadth and depth.Assignment demonstrates appropriate breadth and depth. Assignment demonstrates minimal depth and breadth. Assignment lacks breadth and depth. Assimilation and Synthesis of Ideas The extent to which the work reflects the students ability to- 1. Understand the assignment’s purpose; 2.

Understand and analyze material in videos, readings, and discussions; 3. Apply presented strategies *May include, but are not limited to, scholarly articles, collegial discussions; information from conferences, in service, faculty development, and/or meetings.. Demonstrates the ability intellectually 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 exceptional inclusion of major points, using creditable sources* , in addition to course videos or required readings. Includes specific information from course videos or required readings to support major points. Minimally includes specific information from course videos or required readings. Does not include specific information from course videos or required readings.

Demonstrates insightful reflection and/or critical thinking.Provides careful consideration of key instructional concepts. Generally applies theories, incepts, and/or strategies correctly, with ideas unclear and/or underdeveloped. Written Expression and Formatting The extent to which scholarly, critical, analytical writing is presented in PAP format; Standard Edited English ( i. E. Correct grammar, mechanics). Represents scholarly writing Work is well organized Somewhat represents mature, scholarly, graduate-level writing. The quality of writing not acceptable for graduate level work.

Correct PAP format throughout. Correct PAP formatting. PAP generally followed.PAP formatting not acceptable for graduate level work. Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions. Ideas are clearly and concisely expressed. Ideas are not clearly and concisely expressed.

Major points do not reflect appropriate elements of common action. Effective sentence variety; clear, concise, and powerful expression are evident. Elements of effective communication such as an introduction and conclusion are included. Are not included.

No effort to express ideas clearly and concisely. Work is written in Standard Edited English.No prominent errors interfere with eating. Work is written in Standard Edited English with few, if any, grammatical or mechanical errors Work contains more than a few grammatical, or mechanical errors. Work is not written in Standard Edited English. Contains many grammatical or mechanical errors Grade: Comment: 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.

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