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Classroom Assessment Practices

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Classroom assessment practices are instrumental in preparing students to become autonomous, critical thinkers (Green & Johnson, 2010), and this portfolio documents my personal growth and development (Kuh et al., 2001) in the content area of classroom assessment. Unfortunately, I have been utilizing assessments to pass judgment on my students and only focusing my attention on the students who I believe have the intellectual ability to succeed in the STEM field. However, I am, now, enlightened on the practice of using assessments as an avenue to promote mastery goals for my students, and I am prepared to implement these new discoveries into my courses. Thus, as I reflect on my collection of artifacts and reflections in this portfolio, I discuss…show more content…
During my first class meeting, I stress the challenges of completing a STEM degree and note that half the students will disappear by mid-semester. Subsequently, I am perpetuating the traditional school philosophy of pitting the achievers versus the non-achievers (Green & Johnson, 2010). By continuing this traditional school philosophy in my classroom, I am setting up an environment that compares students to each other (2010). Additionally, I spend less time with students who I believe do not have the abilities to perform well as STEM technicians. Unfortunately, all of these behaviors suggest that I do not have high expectations for all of my students. Thus, the first behavioral change for me is to model high expectations for all of my students. In my effort to model high expectations for all students I must provide the same level of criticism and praise for all students, provide equal time in assisting all students, and demand quality work from all students…show more content…
There is little interaction with my students for me to learn about their personal interests and goals. Also, I must incorporate decision-making for the students into my course (Green & Johnson, 2010). Typically, I create all rubrics for assignments. Rubrics are created to communicate the evaluative criteria for the assessment and empowers the students to review their own work (2010). However, in my effort to promote mastery goals, I will begin to create rubrics with my students for performance assessments. By creating rubrics as a class, the students will be able to align the assignment to their personal goals, standards, and learning goals (2010). Hence, I must initiate a dialogue in my classroom so that I learn about their personal experiences, provide learning activities that are relatable to their interests, and give students an opportunity to express themselves in the evaluative process (2010). Moreover, I must vary the products and processes evaluated to provide opportunities for students to demonstrate their learning based on their individual talents (McTighe & O’Connor, 2005). Typically, my assessments only consist of solving circuit problems, laboratory activities, and an occasional research project. Thus, I need to incorporate different types of assessment such as papers and oral check-ups for my students to encourage mastery goals (Green & Johnson,
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