How Student Learning Has Been Hot Topic Among Educators, And Will Likely Never Cease

Getting assessments to the desirable level is therefore vital, both for teacher and students. From the Educational Assessment Landscape chart, I believe the measurements go hand-in-hand to offer students the opportunities to show what they have learned through differentiated assessments, all leading to the final result of success in summative

The first way of evaluating performance may be through self-evaluation, either via a reflective journal or by writing an evaluation on a lesson plan or scheme of work. After each lesson I deliver, I write a short evaluation which has

It also requires the student to understand approaches to problem solutions utilized by other students and being able to provide peer feedback. Students should be introduced to the use of mathematics to: organize data, solve problems applicable to their life, and understand the world around them. This approach makes the subject both interesting and enjoyable. The use of these strategies is addressed in the next standard “#4 Model with mathematics” (Academics), which helps the student to make connections, surpass procedural knowledge and gain a conceptual understanding of a

Assessing is a crucial component of education that informs teachers on individual development and understanding (Booker, Bond, Sparrow

This October 2017, practicum observation at Sharpsville Elementary consisted of a third grade Math Assessment interview and observation. The third grade teacher works on formative and summative assessment in the math class. The teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or at the level where the child should be she has many options and strategies on how to solve mathematical problems as a whole-group or individually. This reflection will discuss the formative assessment, summative assessment, how students respond to the instruction, and a student interview observation..

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

Upon observing your class, we have learned a lot about the methods you utilize in order to help the students with mathematics and about how the students learn. Observing your class was both an honor and a learning opportunity for us, as you are an important, and well-respected faculty member in the school system. However, while we appreciate your goals and tactics to make learning mathematics easier for the students, we have discovered some flaws in the use of mnemonics, rules, and tricks for helping students understand the subject material.

With each concept I teach, I evaluate the students understanding through their programming code, the required comments explaining the code, and the coding structure. I can also understand what they understand by listening to the questions that they ask. Formative assessment is the primary way that I evaluate if they understand the concepts, there is no need for a summative assessment if they are not ready. Reflection as cyclical strategy allows implementing changes to increase my student’s knowledge of my content. XKCD Comic 303 - "Compiling" As the students were working through arrays, it became apparent that the problems were specifically the “ for loops”. This is the first time that the class worked with two concepts that relied

For the majority of these classes, I must rely on my own assessments to measure my effectiveness. Using the TI-Navigator system, I formatively assess students by sending questions to solve throughout the period. I then determine whether to address the entire class or to work one on one with a student. Often students mimic the mathematical process, but have little understanding of “why” so I assign writing journals to encourage mathematical thinking. Reading the journal provides me insight into the student’s understanding, their decision making, and any misconceptions they may have to guide my future lessons. Within my classroom, I integrate a variety of hands-on activities that expand my students’ understanding of mathematics: dressing as a zombie to model exponential growth, performing “Function Aerobics” to move as the graphs shift, and measuring football lights outside using trigonometry. I always seek innovative ways to teach mathematics that is relevant to my students’

students in relation to teaching and learning. First, I discovered their love and need of hands-on experiences. Every day that my students participated in a learning experiment, every student was involved and excited to see the results of the experiment. They constantly wanted to be the, “lucky volunteer”, and in their culminating project, I had students name their favorite part of the entire unit, and all 22 students mentioned one of the six experiments they participated in. Second, I discovered the power of student directed learning. Half way through the unit I began placing students who showed great understanding of the topics with students who had more difficulty understanding the topics of the unit. On these days, based on the conversations I observed between students, the students really enjoyed this opportunity of, “being the teacher” and their classmates enjoyed the experience of learning from a classmate. According to Adam Fletcher, an author with a focus in K-12 literature, states, “When students prepare to teach other students, learning suddenly involves active thinking about material, analysis and selection of main ideas, and processing the concepts into one’s own thoughts and words” (2016). Third, I discovered who they are as learners and what best suites them as individuals. Based on the formal and informal formative assessments the students took throughout the unit,

Teacher developed assessments can be reliable as well as challenging. A teacher made assessment, in this case, the teacher made assessment for the mini lesson on adding and subtracting fractions within the context of word problems has a few characteristics that make it reliable. The first reason that this assessment is reliable is that it directly tests knowledge that was taught during the day 's mini lesson. It focuses on the exact types of math problems that the students did in whole groups and independently. This

After reviewing student work and collecting data about their progress in this learning segment, I centered in on what topics students needed more assistance on and which they had mastered. Students tended to understand simple decimal subtraction (question 1a), decimal point placement (question 2a) in a multi-digit number and simple decimal multiplication (question 6). All three of my selected students correctly answered 1a and 2a proving that students across all ability levels were able to master this specific content. As for number six, two out of these three students answered it correctly.

A third grade teacher, Skylee Simon has decided to incorporate a portfolio assessment approach for his students’ mathematics work starting next year. At the beginning of the school year, Mr. Simon introduces his students to the new activity of the portfolio assessment and informed them that the work they put in their portfolios is their own personal and significant work they choose for evaluation.

One of the difficulties that educators face is creating a learning environment that is not only receptive to students, but provides safety so that they can learn without added obstacles. In order to thrive in an educational setting, it is important that an individual believes that he/she is valued, needed, and that their input is appreciated. This is why I chose the article, “Building a Positive Mathematics Community” by authors, Hoyun Cho and Gary Lawrence. As a mathematics educator, it is my strong desire that all students tap into all of the mathematical potential they have and make discoveries that they never dreamed possible. I want each of my students to know that they do not only have an assigned desk in my classroom, but that I value what they have to offer to my class and that, even though they may often make mistakes, those mistakes can sometimes be more beneficial than if they were never made. It is the goal of this paper to explore characters and traits that were identified in the article that are elements that are “keys to their [students] success” (Cho & Lawrence, 2015, p. 499) including: perseverance, cooperative work skills, reflection, self-assessment, self-confidence, decision making, and risk taking.

Solving a non routine math problem, "tends to be complex, often yields multiple solutions, involves naunced judgment and interpretation, involves application of multiple criteria, often involves uncertainty, involves self-regulation of the thinking process, involves imposing meaning, and is effortful" (Bright & Joyner, 1998, p. 7). The question that remains is how do we assess our children so they get the most out of their math and science lessons?