7th Grade History Classroom

I believe assessment is important and is the basis of planning for instruction, whether it is diagnostic prior to learning, formative during units or lessons, or summative to evaluate student learning. Rowan’s quote in Every Teacher’s Guide to Assessment, "After all, in the end, the problem is less the idea of testing itself, but how we design them, apply, them, and make use of their data." definitely has an impact on my assessment practices. I feel it is necessary to make sure the student acquires all aspects of the learning. Assessment should be used to bring a value for students. Within my instruction, I implement daily formative assessments which may include turn and share, quick writes, graphic organizers, online discussion responses, KahootIt, and other forms. Designing the appropriate formative assessment to match the lesson is important to assess how the learning is taught and whether the students are showing progress. In addition, I have worked on building blocks of formative assessments in checklist style leading up to the point of reviewing for a summative test. Each of these are checked off as completed and instant feedback is given. Feedback from an assessment is essential to student learning and how a teacher will ensure the content is being acquired.

Improved Assessment Literacy: Unlike the current education system that treats assessment more separated from teaching, the core teaching standards recognize that teachers need to have greater knowledge and skill on how to develop a number of assessments, how to balance use of formative and summative assessment as

I am a strong believer that one test defines a students. Therefore, variety is key when assessing students. When using formative assessment I use student reflections, journal entries, exit cards in addition to non verbal communication such as thumbs up or down. I also make anadotal notes on students to help assess the overall learning journey of the student. When using summative assessments, I use district assessments, state assessments, portfolios, short answer, multiple choice, and student based projects. In all forms of assessments, students are provided the appropriate accommodations. My learning goal for assessing students is to have a valid assessment that demonstrate the student’s understanding of the specific skill. It is crucial that I understand the purpose of the assessments and the content that is being taught, therefore, I often start instruction with the assessment piece in

Educational assessment serves a valuable purpose in today’s education system. In the age of high-stakes testing, educational assessments serve to hold educators accountable for students’ progress. However, I believe that quality educational assessments serve a much greater purpose. High-quality educational assessments provide educators with the ability to make valid assumptions in regards to where a child stands in understanding a topic and what their misconceptions are in regards to the topic. This information is invaluable in determining the instructional steps the educator will take following the assessment. Educational assessments also play a role in validating what educators are teaching. What teachers choose to assess shows students what is important and valuable for them to know.

Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.

There journey was difficult because they had to travel over both land and water plus there where no roads during that time.

Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting further student learning and enabling improved student learning through purposeful interaction and providing meaningful feedback. Formative assessment is specifically intended to generate feedback and feed forward on performance to improve, accelerate and enable learning (Sadler, 1998). Formative assessment can and should occur throughout a daily class, through implementation of learning and teaching strategies that lead to both oral and written feedback. The Formative assessment approach is equitable and reliable, producing some significant indicator of student developed understanding that links directly to the syllabus outcomes. This then allows the teacher or other students to respond by trying to

This field experience was completed in Palm Spring Elementary School, with the cooperating teacher Barbara Saad, who has a great training experience. To accomplish the artifact's objective, I was focused on observing and recognizing the demonstration of all indicators in Instructional Delivery and Facilitation and Assessment. In a first moment, an interview with the teacher was conducted in order to determine the procedures and use of formative and summative assessments to diagnose students’ learning needs, and to inform instruction. Then, while the teacher was actively working with students, I identified procedures and use of formative and summative assessments.

When a teacher introduces the idea of formative assessment to a classroom, modifications may need to be made for it to work its purpose. The teacher might need to alter their teaching method and the student will need to be open to changing their learning style to accommodate the change. If both the teacher and students can achieve this, then formative assessment will be successful (al., C. E., 2016). If unsuccessful then formative assessment can be seen by both the teacher and student in a negative light. For example, The Classroom Experiment (Barry, 2010), showcased a range of different formative assessment techniques that can be quite successful in the classroom. One technique that Dylan Wiliam posed was that the teachers give each student

In my classroom, you will explore various periods throughout History. Starting from the discovery of America through present history. As the student, you will be analyzing primary and secondary sources, using critical thinking skills, and exploring different points of view in US History. I understand that is a lot of History, but after completing my class you will find a new found interest in this subject and what it offers. Each week I will giving out a packet that has the objectives, assignments, and dates that you will achieve.

My eighth grade history teacher, Coach Marlowe, inspired me to be kind to those around you because you never know what might happen. Coach Marlowe and I were so close, every time I had free time I was up at his desk and were talking about the most random things. I would say we enjoyed each other’s presence quite equally. He always told me that if I was able to keep his secrets he would keep mine, it was like a sort of best friend relationship with a teacher.

This excerpt indicates that the teacher believes that proper implementation of assessment is vital to be done by the teacher because it helps the teacher understands the students’ learning progress. Knowing the students’ progress is essential in making decision whether remedial or modification of teaching strategy should be done by the teachers. This indicates that the teacher aware of formative assessment purposes in which to change the teachers’ teaching practices to help the students gaining the learning goals quicker in a shorter learning time.

Assessment is defined as the gathering of information in order to make an informed decision (Charlesworth & Leali, 2011, p. 373; Puckett & Black, 2000, p. 9). Assessment should support learning, and be an integral part of it. Assessment should be ongoing and part of the daily routine, as opposed to something that is done to students at the end of the instruction (Charlesworth & Leali, 2011, p. 374). The assessment should support the mathematical learning that is taking place and provide valuable information not only to the teacher but the student as well (Charlesworth & Leali, 2011, p. 374). Macmillan (2012, pp 169 -170), describe assessment as either formative or summative. Formative assessment is continuous focusing on what the children are

Data drives my classroom instruction. I have learned over the years that assessments comes in various forms. When I began teaching, I thought assessments meant test, right or wrong, passing or failing, pre and post. I never consider assessing students throughout the lessons, using rubrics, creating portfolios in addition to formative and summative assessments. Once I learned to assess students continuously, my teaching changed drastically. I was able to make adjustments to student’s learning immediately and mastery was reached. To begin, reliability and validity in teacher-constructed assessments is crucial in assessing student achievement. Local and state test must be reliable and valid in order to effectively measure student achievement. One way to ensure if assessments are reliable and valid is a Table of Specification. The table of specification guides my decisions based on how many days were spent teaching certain objectives which are ultimately what is assessed. According to the Table of Specification, my instruction should align in a balanced assessment with six lower level and six higher level questions. Three of my higher level questions stem from one objective in which will be included into each daily lesson making this my most heavily weighted objective. Students need a balance in instruction as well as assessments. “Linking classroom assessments to tables of specifications also guarantees consistency and thoroughness” (Guskey, 2005, p. 38). In the end, when

Islam came to India with Turks. The interaction that took place between Turks and Indians resulted in the development of a syncretic culture. Mutual understanding and assimilation of each other’s culture took place in all fields. This process of assimilation saw lots of ups and downs.