Lauren's Reflection on Assessment

 In our discussion this week refined our objective writing skills using the ABCD Format. We placed those skills in small groups and then presented our examples to the class for further evaluation and critics. On Friday we discussed and revisited some examples of assessments in the classroom. These examples went beyond a written worksheet, they included thinking critically and expanding on one's knowledge. After revisiting these examples we were tasked to examine our own lesson we had written for our mathematics course. Upon reexamining my own work I reflected on the improvements I could make to my lesson plan and modified my assessments. This discussion helped me evaluate how learning can be monitored in the classroom can be done in many different formats of formative assessments. Below are some of the modifications I made to my lesson plan.  After our discussion in class, I discovered that my first assessment is assessing students' prior knowledge of shapes and should be done...

Writing Objectives: Should be student-centered    Actionable Measurable The formula for write a ABCD objectives includes: A- Audience Who the objective is addressing. B- Behavior Discribes what the students are doing this must be observable and messarable.  C- Conditions Incudes resources and limitations like time, materials, cues, or with whom.  D- Degree The level and criteria which includes the degree of mastery.  When writing an objective it is important to keep in mind the connection between learning objectives, instructional activities, and assessment that must all be aligned. The assessment will help measure student achievement and the effectiveness of the teacher's lesson. Below are some examples of objectives using the ABCD formula: Give a blank map of the United States , students will be able to label states with 80% accuracy. Given the texts The Wizard of Oz and Where the Moutian Meets the Moon , students will be able to find three similaries and t...

Bloom's Taxonomy : a hierarchical order of cognitive domains organized by complex cognitive tasks. Starting at the bottom is the simplest moving up increases the cognitive difficulty. As students move up in levels they gain more knowledge and skills. Verbs are used to describe what tasks we want the students to do. This can be done through learning objectives, essential questions, and activities.   Level One: Remembering - recalling key information.  Verbs- list, name, define recall,  Level Two: Understanding - the ability to display the understanding of content remembered. Verbs- explain, classify, identify, summarize, discuss Level Three: Applying - how students can take the content learned and apply it to other situations. Verbs- apply, calculate, solve Level Four: Analyzing - the ability to think critically break down there thoughts and ideas and sum it up, and draw connections. Verbs- infer, investigate, analyze, compare, contrast  Level Five: Evaluate - using t...

 Terms and Definitions Portfolio: evidence collected of children's learning and class work to evaluate progress, effort, and achievement. Portfolios can be stored. Can include developmental progress in areas such as cognitive development, social/emotional, physical, language, and creative expression.  Documentation: includes photos, transcripted discussions, graphs drawings, etc., to record children's progress. What did I learn about documentation last week? This week we learned about documenting students learning. This allows the teacher to track understanding of the children's learning through collected evidence. The evidence can be in different forms for example web, graphs, photographs, transcription of discussions, diagrams, and much more. This can be recorded using documentation panels or portfolios. We even investigated in class the way we could record and collect this data. My group recreated data collection for group projects using the phases or tiers discussed lat...

 Terms and Definitions: Checklist- An composed list of skills/behaviors/goals can be checked if completed. Rating Scales- A composed list of skills/behaviors/goals can be measured by performance levels. Rubrics- A composed list of skills/behaviors/goals can be measured by performance levels, with detailed expectations for each level of a skill/behavior/goal. Running Records- A description of an observation using detailed wording of what happened in chronological order. Anecdotal Record- A brief description of a scene limited to a specific moment describing what, where, and when.  Time Sampling- Used to record the number of times a behavior occurs over a specific time period. Event Sampling- Used to identify why a behavior is happing and what caused it, usually written in ascendent, behavior, and the consequence. How can this be used in my future classroom? Assessment can also be used to help track development in young students. One best way to do so is by using checklists. Thi...

 Terms and Definitions:  Checklist- An composed list of skills/behaviors/goals can be checked if completed. Rating Scales- A composed list of skills/behaviors/goals can be measured by performance levels. Rubrics- A composed list of skills/behaviors/goals can be measured by performance levels, with detailed expectations for each level of a skill/behavior/goal. Objective- Based on facts and data collected from observations, is not biased or swayed by feelings or opinions.  Subjective- Can be interpreted differently based on feelings, opinions, personal thoughts, etc. Running Records- A description of an observation using detailed wording of what happened in chronological order. Anecdotal Record- A brief description of a scene limited to a specific moment describing what, where, and when.  Time Sampling- Used to record the number of times a behavior occurs over a specific time period. Event Sampling- Used to identify why a behavior is happing and what caused it, usually...