Sunday, July 12, 2009
Snapshot of Future Goals
Upon completion of my Master's Degree, I intend to pursue my Specialist's Degree in Technology through Lesley University. I also plan on continuing to teach in the primary classroom.
Engaging Students in the Assessment Process
There are several ways to have students participate in the assessment process. Students can help you come up with a rubric for a particular project. Students can give themselves their own grade based on a rubric. After a test has been graded, students can go back and find the correct answer in their text (language arts) re-work the problem (math). Students can work with a partner and do peer conferencing with discuss ways they can meet the goals on a rubric. Students can work in a study group to evaluate a piece of work. Using identification numbers, students can evaluate their peer's work based on a rubric. Work can be checked whole group with students checking and grading their own work. Students can help you come up with pertinent test questions.
Reflection on Assignments
Assignment 1.1 was quite enlightening, because it really helped to put yourself in your student's shoes when it comes to assessment. I thought it was also very helpful to hear other examples of good and bad experiences when we shared as a class. When I thought about other areas where I had been assessed (and not just when in grade school), it was clear how my self efficacy has been affected by poor and positive experiences.
I also enjoyed Assignment 3.3. I never really knew there were so many barriers to assessment. It was very helpful to discuss said barriers and to come up with ways to overcome them. Now, there will be solutions instead of excuses.
I also enjoyed Assignment 3.3. I never really knew there were so many barriers to assessment. It was very helpful to discuss said barriers and to come up with ways to overcome them. Now, there will be solutions instead of excuses.
Conceptual Framework
My philosophy on education is quite a simple one: in order to touch a child's mind, you must first touch their heart. It is very important for children to know that they are safe and that they are loved once they walk through my classroom doors. Some of the ways to ensure that this happens is by putting into place some of the practices of the North Eastern Foundation for Children and the Responsive Classrooms' approaches. Believing that the social curriculum is just as important as the academic curriculum is the cornerstone to creating a safe and loving environment. Through encouraging language and class meeting, children feel safe to take risks (both social and academic) and know they will be supported by their classroom family.
Hand in hand with the Responsive Classrooms approach, Harry Wong's teachings on procedures are a must to incorporate. If the first several weeks of school are dedicated to learning and practicing procedures, then your class is set up for success.
In the past several years, technology has become an ever increasing presence in the classroom. It has presented many meaningful opportunities to enhance learning outcomes across the curriculum. It is in use throughout our year by means of the Activ Board, interactive websites in Math and Language Arts centers, the computer lab for research, student created PowerPoints, blogging on the story of the week, and a myriad of laptop lessons.
Classroom assessment has likewise morphed considerably over the last few years. It has gone from answering rote questions on a worksheet to anecdotal records and rubrics. I have been amazed at how students respond when they are given rubrics to complete projects. Moreover, their ownership in the work and the outcome skyrocket when they participate in the creation of the rubric itself.
Teaching is a calling, not simply a job. It is incumbent upon all educators to continue to learn and grow right alongside their students in order to reach their hearts and minds.
Hand in hand with the Responsive Classrooms approach, Harry Wong's teachings on procedures are a must to incorporate. If the first several weeks of school are dedicated to learning and practicing procedures, then your class is set up for success.
In the past several years, technology has become an ever increasing presence in the classroom. It has presented many meaningful opportunities to enhance learning outcomes across the curriculum. It is in use throughout our year by means of the Activ Board, interactive websites in Math and Language Arts centers, the computer lab for research, student created PowerPoints, blogging on the story of the week, and a myriad of laptop lessons.
Classroom assessment has likewise morphed considerably over the last few years. It has gone from answering rote questions on a worksheet to anecdotal records and rubrics. I have been amazed at how students respond when they are given rubrics to complete projects. Moreover, their ownership in the work and the outcome skyrocket when they participate in the creation of the rubric itself.
Teaching is a calling, not simply a job. It is incumbent upon all educators to continue to learn and grow right alongside their students in order to reach their hearts and minds.
What is in a "B"? 9.3
Standards Assessed: 2a, f, g
We have a long history in our schools of reflecting a wide range of factors in report cards. When putting a grade on a report card, teachers consider such things as: achievement, aptitude or intelligence, effort, and attitudes. In this activity, you will consider what factors SHOULD be part of a report card grade. Be ready to defend your choices!
Activity
If a parent asked you to explain why a student got a 2 on a report card, and how it was different from an 3 or a 1, what would you say?
Please start your response to this question by making 2 lists in the table below. Answer the following questions.
Finally, see if you can determine the factors that result in a B on a report card in your class, and explain how a B is different from A or a C. See chart above.
What effect has this assignment had on your own grade reporting process?
This has helped me to explicitly pinpoint the exact measures that I use to determine grades, rather than simply winging it or going on gut instinct.
We have a long history in our schools of reflecting a wide range of factors in report cards. When putting a grade on a report card, teachers consider such things as: achievement, aptitude or intelligence, effort, and attitudes. In this activity, you will consider what factors SHOULD be part of a report card grade. Be ready to defend your choices!
Activity
If a parent asked you to explain why a student got a 2 on a report card, and how it was different from an 3 or a 1, what would you say?
Please start your response to this question by making 2 lists in the table below. Answer the following questions.
Finally, see if you can determine the factors that result in a B on a report card in your class, and explain how a B is different from A or a C. See chart above.
What effect has this assignment had on your own grade reporting process?
This has helped me to explicitly pinpoint the exact measures that I use to determine grades, rather than simply winging it or going on gut instinct.
Essay Questions 8.1
Standards Assessed: 2c, 2d, 2e, 2f
Writing Essay Questions
The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.
1. We have been learning about the Creek and Cherokee Indians living in Georgia. Compare how they are alike and how they are different. Make sure you write at least 3 sentences explaining your answer.
2. Think about what life was like for the Creek and Cherokee in the past. Describe how they got their food, made their clothing, what their houses were like, and why we remember them today. Give at least 3 complete sentences for your answer.
Selected Response Questions 7.3
Standards Assessed: 1, 2c, 2d, 2e, 2f, 3
Create Selected Response Questions
Connecting Math
1. How much money is 5 dimes worth?
a. 5 cents
b. 30 cents
c. 16 cents
d. 50 cents
2. True or False - you count by 5's when you count nickels.
a. True
b. False
3. How are skip counting and counting money alike?
4. What number comes between 873 and 941?
a. 759
b. 924
c. 189
d. 645
5. James Oglethorpe founded Georgia before or after the United States was formed?
6. How is a number line (in math) like a timeline (in Social Studies)?
7. True or false - the following sentence is written correctly? suzie haded 5 cookies and she gived 3 to her friend?
a. True
b. False
8. Write a math story problem that has an answer of 10 using correct puctuation and capitalization.
9. How are story problems and correct sentence structure related?
Create Selected Response Questions
Connecting Math
1. How much money is 5 dimes worth?
a. 5 cents
b. 30 cents
c. 16 cents
d. 50 cents
2. True or False - you count by 5's when you count nickels.
a. True
b. False
3. How are skip counting and counting money alike?
4. What number comes between 873 and 941?
a. 759
b. 924
c. 189
d. 645
5. James Oglethorpe founded Georgia before or after the United States was formed?
6. How is a number line (in math) like a timeline (in Social Studies)?
7. True or false - the following sentence is written correctly? suzie haded 5 cookies and she gived 3 to her friend?
a. True
b. False
8. Write a math story problem that has an answer of 10 using correct puctuation and capitalization.
9. How are story problems and correct sentence structure related?
Table of Specifications - SR Assessment 7.2
Standards Assessed: 1, 2c, 2d, 2e, 2f, 3, 6
Table of Test Specifications
Students will make connections among mathematical ideas and to other disciplines
This is a very broad standard to cover, so I think it will need to be done over time and included in more specific subjects. For example, when you begin to teach money, you can relate it back to skip counting. I think you would need to ask knowledge questions on skip counting to be sure they know how to do that, as well as some questions on money to be sure the students know the value of the coins. The same goes for the other two content areas. It will take a couple of questions to determine if they understand what the mathematical concept and the other discipline concept is before we can continue. As far as the reasoning skills, I think it would only take one question to see if they can use what they know to make the connection (inductive/deductive) and then to compare the two concepts in each content area.
Table of Test Specifications
Students will make connections among mathematical ideas and to other disciplines
This is a very broad standard to cover, so I think it will need to be done over time and included in more specific subjects. For example, when you begin to teach money, you can relate it back to skip counting. I think you would need to ask knowledge questions on skip counting to be sure they know how to do that, as well as some questions on money to be sure the students know the value of the coins. The same goes for the other two content areas. It will take a couple of questions to determine if they understand what the mathematical concept and the other discipline concept is before we can continue. As far as the reasoning skills, I think it would only take one question to see if they can use what they know to make the connection (inductive/deductive) and then to compare the two concepts in each content area.
Essay on Reasoning
Standards Assessed: 1,2,6
The Many Forms of Reasoning
Carrie L. Grome
Lesley University
ECOMP 6102
Summer Quarter, 2009 Cumming, GA
The Many Forms of Reasoning
Carrie L. Grome
Lesley University
ECOMP 6102
Summer Quarter, 2009 Cumming, GA
Abstract
In this paper, one will understand the seven forms of reasoning as described by Richard Stiggins in his book. The reader will also learn different ways to teach and asses said forms of reasoning. Finally, the reader will see how Stiggins’ forms of reasoning compare to Robert Marzano’s views.
In this paper, one will understand the seven forms of reasoning as described by Richard Stiggins in his book. The reader will also learn different ways to teach and asses said forms of reasoning. Finally, the reader will see how Stiggins’ forms of reasoning compare to Robert Marzano’s views.
The Many Forms of Reasoning
There are several different forms of reasoning as outlined in Richard Stiggins’ book, Student Involved Assessment FOR Learning. These forms include analytical reasoning, synthesizing, comparative reasoning, classifying, inductive and deductive reasoning and evaluative reasoning. There are also many comparisons that can be made to Stiggins’ ideas on reasoning by Robert Marzano. If all students come to school as thinkers, then it is our job as educators to “help [students] learn to focus and structure their thinking into reasoning.” (Stiggins, 2005, p.48).
One form of reasoning is analytical reasoning. Analytical reasoning can be defined as “[drawing] inferences about the component parts of something: its ingredients, how they fit together and how they function as a whole” (Stiggins, 2005, p.49). This type of reasoning can be taught by doing a whole group author study and creating an analysis on the characteristics most often found in a particular author’s differing stories (i.e. Eric Carle). Analytical reasoning can then be assessed by assigning an author to a small group of students (or individuals), allowing them to read multiple stories by that author, and then analyze and report on the common characteristics found in said author’s stories.
Another form of reasoning is synthesizing. This can be defined as having students gather analysis of a given subject and then having “them pool or synthesize these into a set of generalizations” (Stiggins, 2005, p.50). This could be taught by studying the characteristics of haiku poetry and then could be assessed by having the students compose their own haiku.
Also, there is the form of reasoning known as comparative reasoning. It can be defined as “the process of figuring out or inferring how things are either alike or different” (Stiggins, 2005, p.50). This can be taught by doing a study on the Creek and Cherokee Indians and creating a whole group Venn Diagram on what they have in common, where they differ and how they are alike. This type of reasoning can be assessed by have the students do a Venn Diagram comparing two or more topics at the end of any given unit.
Yet another form of reasoning is classifying. Classifying can be defined as categorizing information, by “first [knowing] the defining parameters of each category and the attributes of those things we are classifying” (Stiggins, 2005, p.51). This type of reasoning can be taught by teaching the qualities of nouns, verbs, and adjectives. Once students are able to define what comprises a noun, verb, or adjective, this form of reasoning can be assessed by giving students a variety of words to cut out and then paste in the appropriate column labeled noun, verb, or adjective.
Inductive reasoning is another form of reasoning not to be missed. It is defined when one “[infers] principles, draw conclusions, or glean generalizations from accumulated evidence” (Stiggins, 2005, p.51). Inductive reasoning can be taught by studying the “recipe” for fables and can be assessed by having students generalize the lesson that is taught by a given fable.
Deductive reasoning is “when we apply a general rule or principle to find the solution to a problem… [traveling] from the general to the specific” (Stiggins, 2005, p.52). This type of reasoning can be taught by studying different genres of writing and can then be assessed by having students identify the genre of a given piece of literature.
Lastly, evaluative reasoning must be discussed. Evaluative reasoning can be defined as “when we apply certain criteria to judge the value or appropriateness of something” (Stiggins, 2005, p53). This type of reasoning can be taught by teaching students particular traits to look for in their writing. It can be assessed through the use of a writing portfolio and a rubric which students use to evaluate the quality of their own writing based on the traits they have earlier mastered.
Stiggins’ views on reasoning have many similarities and differences when compared to Robert Marzano. Both researchers agree “that thinking and reasoning should be reinforced in the context of authentic tasks within their content area” (Marzano, 1998, p.271-272). They also agree that it is imperative for educators to systematically design their lessons and curriculum around the forms of reasoning in order to explicitly teach students how to reason (Marzano, 1998). However, the two researchers differ in their categorization of the forms of reasoning themselves. Where Stiggins outlines his six forms (seven if you break inductive and deductive reasoning apart), he maintains that “Robert Marzano details his patterns of reasoning in terms of analysis, classification, inductive reasoning, and deductive reasoning” (Stiggins, 1995, p.4).
In conclusion, thinking and reasoning are critically important skills for educators to teach to their students - the future of our society. It is incumbent upon all educators to “help them learn to focus and structure their thinking into reasoning” (Stiggins, 2005, p.48).
One form of reasoning is analytical reasoning. Analytical reasoning can be defined as “[drawing] inferences about the component parts of something: its ingredients, how they fit together and how they function as a whole” (Stiggins, 2005, p.49). This type of reasoning can be taught by doing a whole group author study and creating an analysis on the characteristics most often found in a particular author’s differing stories (i.e. Eric Carle). Analytical reasoning can then be assessed by assigning an author to a small group of students (or individuals), allowing them to read multiple stories by that author, and then analyze and report on the common characteristics found in said author’s stories.
Another form of reasoning is synthesizing. This can be defined as having students gather analysis of a given subject and then having “them pool or synthesize these into a set of generalizations” (Stiggins, 2005, p.50). This could be taught by studying the characteristics of haiku poetry and then could be assessed by having the students compose their own haiku.
Also, there is the form of reasoning known as comparative reasoning. It can be defined as “the process of figuring out or inferring how things are either alike or different” (Stiggins, 2005, p.50). This can be taught by doing a study on the Creek and Cherokee Indians and creating a whole group Venn Diagram on what they have in common, where they differ and how they are alike. This type of reasoning can be assessed by have the students do a Venn Diagram comparing two or more topics at the end of any given unit.
Yet another form of reasoning is classifying. Classifying can be defined as categorizing information, by “first [knowing] the defining parameters of each category and the attributes of those things we are classifying” (Stiggins, 2005, p.51). This type of reasoning can be taught by teaching the qualities of nouns, verbs, and adjectives. Once students are able to define what comprises a noun, verb, or adjective, this form of reasoning can be assessed by giving students a variety of words to cut out and then paste in the appropriate column labeled noun, verb, or adjective.
Inductive reasoning is another form of reasoning not to be missed. It is defined when one “[infers] principles, draw conclusions, or glean generalizations from accumulated evidence” (Stiggins, 2005, p.51). Inductive reasoning can be taught by studying the “recipe” for fables and can be assessed by having students generalize the lesson that is taught by a given fable.
Deductive reasoning is “when we apply a general rule or principle to find the solution to a problem… [traveling] from the general to the specific” (Stiggins, 2005, p.52). This type of reasoning can be taught by studying different genres of writing and can then be assessed by having students identify the genre of a given piece of literature.
Lastly, evaluative reasoning must be discussed. Evaluative reasoning can be defined as “when we apply certain criteria to judge the value or appropriateness of something” (Stiggins, 2005, p53). This type of reasoning can be taught by teaching students particular traits to look for in their writing. It can be assessed through the use of a writing portfolio and a rubric which students use to evaluate the quality of their own writing based on the traits they have earlier mastered.
Stiggins’ views on reasoning have many similarities and differences when compared to Robert Marzano. Both researchers agree “that thinking and reasoning should be reinforced in the context of authentic tasks within their content area” (Marzano, 1998, p.271-272). They also agree that it is imperative for educators to systematically design their lessons and curriculum around the forms of reasoning in order to explicitly teach students how to reason (Marzano, 1998). However, the two researchers differ in their categorization of the forms of reasoning themselves. Where Stiggins outlines his six forms (seven if you break inductive and deductive reasoning apart), he maintains that “Robert Marzano details his patterns of reasoning in terms of analysis, classification, inductive reasoning, and deductive reasoning” (Stiggins, 1995, p.4).
In conclusion, thinking and reasoning are critically important skills for educators to teach to their students - the future of our society. It is incumbent upon all educators to “help them learn to focus and structure their thinking into reasoning” (Stiggins, 2005, p.48).
References
Marzano, R. (2005). What are the general skills of thinking and reasoning and how do you
teach them? The Clearing House, 71(5), 271-272. Retrieved June 28 from ProQuest.
Stiggins, R. (2005). Student-involved assessment FOR learning, Fourth Edition. Upper
Stiggins, R. (2005). Student-involved assessment FOR learning, Fourth Edition. Upper
Saddle River, NJ. Assessment Training Institute.
Stiggins, R. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 4.
Retrieved June 28 from ProQuest.
.
Stiggins, R. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 4.
Retrieved June 28 from ProQuest.
.
Design Task Performance 5.2
Standards Assessed: 1, 2c, 2d, 2e, 2f, 3, 6
Design a Performance Task
Part One - Performance Task Description:
1. Identify the grade level and subject area for which you will be creating an assessment. Second Grade, Writing
2. Write out the Learning Targets (Standard, objective, goal) that will be assessed. The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.
ISTE Standards: Creativity and Innovation – a. apply existing knowledge to generate new ideas, products, or processes.
3. Identify the type of performance you will be expecting of your students as the final Performance Assessment for these standards.
Students will create an expository (informational) piece of writing based on an animal that they have chosen to research.
a. What performances or products are you expecting from students? Describe the products students will create OR describe what students will DO to demonstrate that they have met the standard. Describe the performance task in language students can understand.
After writing your expository paper and going through the writing process, you will publish your report by creating a PowerPoint Presentation.
b. Consider the knowledge students will have to have to do this performance. List the elements of knowledge this performance task will require.
-Basic sentence structure and mechanics (start sentence with a capital letter, end with a period, subject/predicate).
-Basic paragraph structure (topic sentence, supporting details, conclusion sentence).
-Staying on topic
-Basic note taking (finding details to support subject, general citation skills)
-How to paraphrase
-How to operate PowerPoint program
c. Provide some information about how will you teach the skills students need to do this performance task. Summarize the tasks that students will have learned before you require them to do this Performance Assessment. You might want to include information about how will you provide students with the practice they will need before you require them to complete this performance assessment task.
This activity would be performed towards the end of the year ensuring that the students have had ample time to practice (journal writing) forming complete sentences and, later, paragraphs. We would discuss the elements of Expository Writing (factual information). Students would then pick an animal that they would like to research. We would work on an outline so students would know what specific information they are looking for, and then we would check out books from the library. Students would take notes on note cards, citing the title and author on the back. If necessary, students can use the internet to find more information. When our fact finding is complete, we would have a discussion on plagiarism and paraphrasing. Students would then begin their rough draft. We would go through the writing process by conferencing with students and then they would publish their writing in a PowerPoint. I would have my ITS (Instructional Technology Specialist) come in and do a laptop lesson with my students, walking them through the PowerPoint program. Students publish their work and later present it to the class.
d. Are there conditions that students need to adhere to? What are they? For example, do students have a time limit? Do they need to work alone or will they be required to work in groups?
There will be a flexible time limit throughout the different phases of this project. The students will determine the pace based on when the majority of the class is finished and ready to move on. Overall, this project should take about 2-3 weeks to complete. It will be done individually for the most part but will have aspects of collaboration with the teacher and peers through conferencing.
Part 2 - Description of Assessment Design1. Describe the assessment procedures you will use:
I would use an “Editor’s Checklist” that the students are familiar with to help them self assess their sentence structure. There would also be a rubric/checklist to assess paragraph structure.
a. How will you help students understand what it means to create a "good" product or performance? What scoring documents will you have or create? Will students help create the scoring guides for this assignment? Will you use any models to help them understand what it means to do a "good" performance or create a "good" product?
All phases of this project should be modeled by the teacher before the students begin. The teacher should also model writing the rough draft using “think aloud” strategies as she goes. The use of exemplars writing samples should be used to help the students understand what a “good” product looks like. Students can help make up the rubric and editor’s checklist (however, this part should be made up in the beginning of the year so they are more than familiar with using it).
b. How will you monitor students as they work on this performance assessment to be sure that the work they are doing is turning out "good"? Will you use a checklist, scoring guide or rubric? What procedures will you use?
Students will self assess using the checklist, then they will peer conference using the checklist, and finally, they will conference individually with the teacher. Also, monitor students work and interject where and when appropriate.
c. What kind of a scoring document will you use to determine students' final grades on this task? Will you use a rubric or another kind of scoring guide?
I would use a checklist.
Design a Performance Task
Part One - Performance Task Description:
1. Identify the grade level and subject area for which you will be creating an assessment. Second Grade, Writing
2. Write out the Learning Targets (Standard, objective, goal) that will be assessed. The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.
ISTE Standards: Creativity and Innovation – a. apply existing knowledge to generate new ideas, products, or processes.
3. Identify the type of performance you will be expecting of your students as the final Performance Assessment for these standards.
Students will create an expository (informational) piece of writing based on an animal that they have chosen to research.
a. What performances or products are you expecting from students? Describe the products students will create OR describe what students will DO to demonstrate that they have met the standard. Describe the performance task in language students can understand.
After writing your expository paper and going through the writing process, you will publish your report by creating a PowerPoint Presentation.
b. Consider the knowledge students will have to have to do this performance. List the elements of knowledge this performance task will require.
-Basic sentence structure and mechanics (start sentence with a capital letter, end with a period, subject/predicate).
-Basic paragraph structure (topic sentence, supporting details, conclusion sentence).
-Staying on topic
-Basic note taking (finding details to support subject, general citation skills)
-How to paraphrase
-How to operate PowerPoint program
c. Provide some information about how will you teach the skills students need to do this performance task. Summarize the tasks that students will have learned before you require them to do this Performance Assessment. You might want to include information about how will you provide students with the practice they will need before you require them to complete this performance assessment task.
This activity would be performed towards the end of the year ensuring that the students have had ample time to practice (journal writing) forming complete sentences and, later, paragraphs. We would discuss the elements of Expository Writing (factual information). Students would then pick an animal that they would like to research. We would work on an outline so students would know what specific information they are looking for, and then we would check out books from the library. Students would take notes on note cards, citing the title and author on the back. If necessary, students can use the internet to find more information. When our fact finding is complete, we would have a discussion on plagiarism and paraphrasing. Students would then begin their rough draft. We would go through the writing process by conferencing with students and then they would publish their writing in a PowerPoint. I would have my ITS (Instructional Technology Specialist) come in and do a laptop lesson with my students, walking them through the PowerPoint program. Students publish their work and later present it to the class.
d. Are there conditions that students need to adhere to? What are they? For example, do students have a time limit? Do they need to work alone or will they be required to work in groups?
There will be a flexible time limit throughout the different phases of this project. The students will determine the pace based on when the majority of the class is finished and ready to move on. Overall, this project should take about 2-3 weeks to complete. It will be done individually for the most part but will have aspects of collaboration with the teacher and peers through conferencing.
Part 2 - Description of Assessment Design1. Describe the assessment procedures you will use:
I would use an “Editor’s Checklist” that the students are familiar with to help them self assess their sentence structure. There would also be a rubric/checklist to assess paragraph structure.
a. How will you help students understand what it means to create a "good" product or performance? What scoring documents will you have or create? Will students help create the scoring guides for this assignment? Will you use any models to help them understand what it means to do a "good" performance or create a "good" product?
All phases of this project should be modeled by the teacher before the students begin. The teacher should also model writing the rough draft using “think aloud” strategies as she goes. The use of exemplars writing samples should be used to help the students understand what a “good” product looks like. Students can help make up the rubric and editor’s checklist (however, this part should be made up in the beginning of the year so they are more than familiar with using it).
b. How will you monitor students as they work on this performance assessment to be sure that the work they are doing is turning out "good"? Will you use a checklist, scoring guide or rubric? What procedures will you use?
Students will self assess using the checklist, then they will peer conference using the checklist, and finally, they will conference individually with the teacher. Also, monitor students work and interject where and when appropriate.
c. What kind of a scoring document will you use to determine students' final grades on this task? Will you use a rubric or another kind of scoring guide?
I would use a checklist.
Design a Rubric 5.1
Standards Assessed: 1, 2c, 2d, 2e, 2f, 3, 6
Apples and Bananas
Student Name: ________________________________________ (1 pt.) 
Self Assessment of Rubric
After assessing my rubric, we scored a 12 out of 15. Overall, I felt it did a fairly decent job of assessing the content that was the most relevant. There could have been more explanation on what it means to perform well. The clarity aspect was a little weaker and could use more description so as to be used by other teachers interchangeably. Practicality was okay because we tried very hard to put the words into kid friendly terms so the kids can use it themselves. It could be tweaked a little to apply to other areas such as planning instruction, tracking progress, etc. Finally, we thought the rubric did a pretty good job in it’s technical quality, however, after we went through and came up with our score weights, we found that the most important skill was no longer and the top and would need to rearrange to show the level of importance.
Case Study in Assessment - 8th Grade Math 3.3
Standards Assessed: 2f
After examining the student work sample at the link above answer these questions in a written essay:
1. To what extent was this student successful or unsuccessful on this Math Performance Assessment? Please explain why the student was successful or unsuccessful in your opinion.
This student was ultimately unsuccessful with this question since he/she didn’t arrive at the correct answer and had careless errors in the division problems as well. Also, the student didn’t answer the questions in the proper way – i.e. s/he didn’t explain in words how s/he arrived at the answer. However, the student did succeed in showing his/her work and trying the long division, although, without the explanation, it is difficult to decipher where the student went wrong and to follow his/her thinking. This makes it imperative to conference with the student to understand his/her thought processes.
2. Can you always tell from a performance assessment what went wrong if the student is not successful? Explain your answer in some detail.
Not always. As is evident in this case study, without the words to explain how the student came up with his/her answer, it is entirely difficult, if not impossible, to see where he/she went wrong. This performance assessment needs to be followed up with a conference with the student.
3. Consider the other types of assessment Stiggins refers to in your text. Would it be of value to use any other types of assessments in a situation such as the one presented in this case study? Identify other types of assessments you might use and explain why in some detail.
As previously mentioned, personal communication (either one on one or in the small/whole group setting) will be of great benefit to assessing this student’s actual reasoning proficiency. Students may not be able to write the words to explain how they arrived at their conclusion, but may be more able to verbalize their thought processes. Also, selected response assessment could be very valuable since this student had some mathematical (division) errors. This type of assessment can inform the teacher as to whether or not the student needs additional instruction in multiplication and division.
4. How would you change the performance task to ensure that the assessment was valid and reliable? (Validity and reliability are discussed in your text on page 14 and again on page 20).
To make it more valid, I would change this performance task to make it more engaging and to more actively involve the student. For example, I may give the students manipulatives and observe as they work out the solutions or make a GRASPS model. I would also use anecdotal notes to measure the reliability of this task.
After examining the student work sample at the link above answer these questions in a written essay:
1. To what extent was this student successful or unsuccessful on this Math Performance Assessment? Please explain why the student was successful or unsuccessful in your opinion.
This student was ultimately unsuccessful with this question since he/she didn’t arrive at the correct answer and had careless errors in the division problems as well. Also, the student didn’t answer the questions in the proper way – i.e. s/he didn’t explain in words how s/he arrived at the answer. However, the student did succeed in showing his/her work and trying the long division, although, without the explanation, it is difficult to decipher where the student went wrong and to follow his/her thinking. This makes it imperative to conference with the student to understand his/her thought processes.
2. Can you always tell from a performance assessment what went wrong if the student is not successful? Explain your answer in some detail.
Not always. As is evident in this case study, without the words to explain how the student came up with his/her answer, it is entirely difficult, if not impossible, to see where he/she went wrong. This performance assessment needs to be followed up with a conference with the student.
3. Consider the other types of assessment Stiggins refers to in your text. Would it be of value to use any other types of assessments in a situation such as the one presented in this case study? Identify other types of assessments you might use and explain why in some detail.
As previously mentioned, personal communication (either one on one or in the small/whole group setting) will be of great benefit to assessing this student’s actual reasoning proficiency. Students may not be able to write the words to explain how they arrived at their conclusion, but may be more able to verbalize their thought processes. Also, selected response assessment could be very valuable since this student had some mathematical (division) errors. This type of assessment can inform the teacher as to whether or not the student needs additional instruction in multiplication and division.
4. How would you change the performance task to ensure that the assessment was valid and reliable? (Validity and reliability are discussed in your text on page 14 and again on page 20).
To make it more valid, I would change this performance task to make it more engaging and to more actively involve the student. For example, I may give the students manipulatives and observe as they work out the solutions or make a GRASPS model. I would also use anecdotal notes to measure the reliability of this task.
Table of Barriers 3.2
Standards Assessed: 2d
Barriers to Using High Quality Classroom Assessments
Mo Paluzzi, Amanda Schwartz, Lee Goodwyn, Carrie Grome
Making use of all the information you have learned about assessment might prove difficult unless you identify barriers to using high quality classroom assessments that exist in your classroom and in your school.
Using a word processor, create a table like the one below. Then, list all barriers to using high quality assessments in your own teaching situation. Once you have brainstormed all the barriers that exist, try to determine what you might do to eliminate each of the barriers.
When your table is complete share it with someone in your cohort group. Exchange ideas and do some editing. When you are satisfied that your table is complete, make sure your course professor gets a copy.
Break Apart Standard 2.4
Standards Assessed: 2c, 6
Identify one Standard and with your partner break it apart. Answer the questions below about the standard you have chosen.
Use money as a medium of exchange. Make change and use decimal notation and the dollar and cent symbols to represent the collection of coins and currency.
1. What do the students need to know to meet this standard?
Students need to know what the value of each coin is.
They need to know what a dollar sign, cent sign, and decimal point is.
They need to know how to add and subtract.
They need to know how to add groups of coins.
How to count by 5’s, 10’s, 25’s
2. What patterns of reasoning must students be able to apply?
They must be able to understand the pattern of $ dollar. cents.
The concept of subtracting the cost of the item from the amount paid.
3. What skills do students need?
Count groups of coins
Make change
4. What products should they be able to create?
Reciepts - A store complete with cashiers and customers where they could practice making change.
5. What dispositions will students need to develop to meet this standard?
A feeling of perseverance, trying your hardest
Identify one Standard and with your partner break it apart. Answer the questions below about the standard you have chosen.
Use money as a medium of exchange. Make change and use decimal notation and the dollar and cent symbols to represent the collection of coins and currency.
1. What do the students need to know to meet this standard?
Students need to know what the value of each coin is.
They need to know what a dollar sign, cent sign, and decimal point is.
They need to know how to add and subtract.
They need to know how to add groups of coins.
How to count by 5’s, 10’s, 25’s
2. What patterns of reasoning must students be able to apply?
They must be able to understand the pattern of $ dollar. cents.
The concept of subtracting the cost of the item from the amount paid.
3. What skills do students need?
Count groups of coins
Make change
4. What products should they be able to create?
Reciepts - A store complete with cashiers and customers where they could practice making change.
5. What dispositions will students need to develop to meet this standard?
A feeling of perseverance, trying your hardest
List of Standards 2.3
Standards Assessed: 1, 2a, 4, 5
Knowledge Standards - Copy FIVE standards that are FOCUSED on Knowledge - they mostly require that students learn critical content knowledge. Highlight the critical content Knowledge in each of the standards you chose.
1. Students will know the standard units of inch, foot, yard, and metric units of centimeter and meter and measure length to the nearest inch or centimeter.
2. Students will tell time to the nearest five minutes and know relationships of time such as the number of seconds in a minute, minutes in an hour and hours in a day.
3. Correctly add and subtract two whole numbers up to three digits each with regrouping.
4. The student acquires and uses grade-level words to communicate effectively
5. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives
Reasoning Standards - Copy FIVE standards that are FOCUSED on Reasoning - these standards could require any type of reasoning from students including: comparative reasoning, classification, analysis, application (using knowledge to solve problems), synthesis, and/or evaluative reasoning). Highlight the reasoning skills required in each of the standards you chose.
1. The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words.
2. Students will understand multiplication, multiply numbers, and verify results.
3. Students will understand and compare fractions.
4. Students will make connections among mathematical ideas and to other disciplines.
5. Students will describe and classify plane figures (triangles, square, rectangle, trapezoid, quadrilateral, pentagon, hexagon, and irregular polygonal shapes) according to the number of sides and vertices and the sizes of angles (right angle, obtuse, acute).
6. Students will describe the change in attributes as two and three-dimensional shapes are cut and rearranged.
Performance Standards - Copy THREE standards that require some kind of performance from students. The standard should require that students do some kind of task or performance. Highlight the performance skills required in each of the standards you chose.
1. The student demonstrates the ability to read orally with speed, accuracy, and expression.
2. The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.
3. Use money as a medium of exchange. Make change and use decimal notation and the dollar and cent symbols to represent the collection of coins and currency.
Product Standards - Copy TWO standards that specify a product the student must be able to create. Highlight the product required in each of the standards you chose.
1. The student produces a persuasive piece of writing that:
2. Students will create simple tables and graphs and interpret their meaning.
Disposition Standards -
1. The student speaks in a manner that guides the listener to understand important ideas. The student uses oral and visual strategies
Knowledge Standards - Copy FIVE standards that are FOCUSED on Knowledge - they mostly require that students learn critical content knowledge. Highlight the critical content Knowledge in each of the standards you chose.
1. Students will know the standard units of inch, foot, yard, and metric units of centimeter and meter and measure length to the nearest inch or centimeter.
2. Students will tell time to the nearest five minutes and know relationships of time such as the number of seconds in a minute, minutes in an hour and hours in a day.
3. Correctly add and subtract two whole numbers up to three digits each with regrouping.
4. The student acquires and uses grade-level words to communicate effectively
5. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives
Reasoning Standards - Copy FIVE standards that are FOCUSED on Reasoning - these standards could require any type of reasoning from students including: comparative reasoning, classification, analysis, application (using knowledge to solve problems), synthesis, and/or evaluative reasoning). Highlight the reasoning skills required in each of the standards you chose.
1. The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words.
2. Students will understand multiplication, multiply numbers, and verify results.
3. Students will understand and compare fractions.
4. Students will make connections among mathematical ideas and to other disciplines.
5. Students will describe and classify plane figures (triangles, square, rectangle, trapezoid, quadrilateral, pentagon, hexagon, and irregular polygonal shapes) according to the number of sides and vertices and the sizes of angles (right angle, obtuse, acute).
6. Students will describe the change in attributes as two and three-dimensional shapes are cut and rearranged.
Performance Standards - Copy THREE standards that require some kind of performance from students. The standard should require that students do some kind of task or performance. Highlight the performance skills required in each of the standards you chose.
1. The student demonstrates the ability to read orally with speed, accuracy, and expression.
2. The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.
3. Use money as a medium of exchange. Make change and use decimal notation and the dollar and cent symbols to represent the collection of coins and currency.
Product Standards - Copy TWO standards that specify a product the student must be able to create. Highlight the product required in each of the standards you chose.
1. The student produces a persuasive piece of writing that:
2. Students will create simple tables and graphs and interpret their meaning.
Disposition Standards -
1. The student speaks in a manner that guides the listener to understand important ideas. The student uses oral and visual strategies
The Purposes and Users Table 1.4
Standards Assessed: 2c
USERS AND USES FOR ASSESSMENT
Carrie Grome, Lee Goodwyn, Amanda Schwartz, Mo Paluzzi
USERS AND USES FOR ASSESSMENT
Carrie Grome, Lee Goodwyn, Amanda Schwartz, Mo Paluzzi
Using Survey Technology 1.3
Standards Assessed: 2b
Hopes and Dreams for Second Grade
Welcome to the Grome Home
Please fill out this survey so that I can better get to know you and your child!
1. What are your hopes and dreams for your child this year?
Welcome to the Grome Home
Please fill out this survey so that I can better get to know you and your child!
1. What are your hopes and dreams for your child this year?
2. What are your child's academic strengths?
3. What are your child's social strengths?
4. In what areas does your child struggle, either academically or socially?
5. Where would you like to see the most growth this year?
Academics
Maturity
Social
Other (please specify)
Academics
Maturity
Social
Other (please specify)
6. How does your child approach learning?
Hesitantly
Middle of the road
With excitement
Other (please specify)
7. How does homework usually go at night?
It's a battle to get my child to complete his/her homework.
My child completes homework on his/her own.
My child needs some help and supervision.
Other (please specify)
8. Are you interested in volunteering in our classroom this year?
yes
no
9. If yes, please indicate what day of the week you would like to come in.
Monday
Tuesday
Wednesday
Thursday
Friday
Every week
Monthly
10. Is there anything else that you would like me to know?
Assessment Experiences - Good and Bad 1.1
Standard Assessed: Overarching 2a
Part 1
1. Identify one GOOD experience you have had being assessed. What made it good?
I was basically a nerd in school and I really loved doing work (even menial pencil and paper work), studying, and being tested on it. I guess I liked showing how hard I had worked and the intrinsic and extrinsic rewards that were gained. It’s hard to pinpoint ONE good experience, but it was kind of fun taking the Teacher’s Certification Test to gain my certificate. What made it so good is that I had prepared painstakingly for it and the test seemed entirely too simple (I was a little taken aback at how easy this test was to gain certification to teach).
2. Identify one BAD experience you have had being assessed. What made it bad?
Since I generally loved all aspects of school, even being assessed, it is likewise difficult to pinpoint any bad experiences. I do, however, remember being in 6th grade and having to be tested on the states and capitals as well as where they are located in the US. This was quite stressful because I hadn’t prepared adequately and didn’t want to disappoint my teachers.
Part 2. What happens to students when classroom assessment is done well?
Students take ownership in their work. They are also able to see what they need to work on and the progression that they have made already. They will begin to take pride in what they do and this could cross over into other aspects of their life – socially and emotionally.
2. What happens to students when classroom assessment is done poorly?
There is often confusion on the part of the student when receiving a poor grade and they may loose any confidence to confront the teacher. They may lack future motivation and “give up”. Also, they will probably “dump” whatever information they gained because there is no point in retaining it. It could deeply affect the way they view assessments on any level for a good part if not the rest of their lives.
Part 1
1. Identify one GOOD experience you have had being assessed. What made it good?
I was basically a nerd in school and I really loved doing work (even menial pencil and paper work), studying, and being tested on it. I guess I liked showing how hard I had worked and the intrinsic and extrinsic rewards that were gained. It’s hard to pinpoint ONE good experience, but it was kind of fun taking the Teacher’s Certification Test to gain my certificate. What made it so good is that I had prepared painstakingly for it and the test seemed entirely too simple (I was a little taken aback at how easy this test was to gain certification to teach).
2. Identify one BAD experience you have had being assessed. What made it bad?
Since I generally loved all aspects of school, even being assessed, it is likewise difficult to pinpoint any bad experiences. I do, however, remember being in 6th grade and having to be tested on the states and capitals as well as where they are located in the US. This was quite stressful because I hadn’t prepared adequately and didn’t want to disappoint my teachers.
Part 2. What happens to students when classroom assessment is done well?
Students take ownership in their work. They are also able to see what they need to work on and the progression that they have made already. They will begin to take pride in what they do and this could cross over into other aspects of their life – socially and emotionally.
2. What happens to students when classroom assessment is done poorly?
There is often confusion on the part of the student when receiving a poor grade and they may loose any confidence to confront the teacher. They may lack future motivation and “give up”. Also, they will probably “dump” whatever information they gained because there is no point in retaining it. It could deeply affect the way they view assessments on any level for a good part if not the rest of their lives.
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