Impact Project Reflection

The teacher prepared a checklist of what she would be looking for while assessing the students during the discussion. On this

Devora knows the material but does not apply herself often on assignment. Because of this I try to make sure that the lessons are engaging and that the formative assessments are engaging. On the pre-assessment Devora scored five out of ten. She did not answer question number five or question number ten. I feel like she did not try to answer the question because she was not will to try. While I was teaching my lessons I tried to create an environment where student were able to share his or her ideas without the fear of being wrong. Devora also missed the question number three which asks: How many people took the survey? There were not very many students who knew that vocabulary so they were unsure how to answer the question. I explicitly taught the word survey as a vocabulary word and had the students use it. Because of this only three of students were unable to answer this question on the post-assessment. My main focus with the students like Devora, who are on grade level, is making sure that they were engaged and that the students can make connection to their

This test/quiz would give me an indication of the comprehension level regarding the lesson over the southern colonies. These questions cover all of the southern colonies; hence giving me feedback as to whether the students fully understand the main ideas/concepts regarding the southern colonies. If the students perform well enough on this assessment we would move on to the next lesson. However, if the students performed poorly I would need to go back and cover the topics again as well as reassess their knowledge on these topics before moving on to the next lesson or giving an exam over the unit. This test/quiz is a great way to gauge how well I did at teaching the lesson on the southern colonies. If students do poorly, then I must reassess

In the past females have achieved less well than boys at higher levels in the education system, then during the 1990', the girls over took boys at all levels in the education system. The percentage of females in the UK achieving two or more A-levels or equivalent has increased from 20% in 1990 to 42% in 2006. Over the same time period, the percentage of males achieving the same level increased from 18% to 33%. On the other hand, there still continues to be a large difference in the choice of subjects by males and females. Even with the national curriculum being restrictive in the lower levels, meaning both male and females do the same subjects, when they get to a-levels and degree level, both male and females still tend to choose different

Tests are another method of assessing learners needs: mid-way through the course I gave my learners a short quiz on the topics covered so far, showing examples which gave the learners something to compare their own answers to. I also read out the questions, ensuring that they understood what was asked of them. This enabled me to assess their progress and determine if any of the learners were struggling, however if the learners had conferred during the test then my assessment could have been false.

There is a lot of compelling evidence to support the view that changes in the education system has resulted in differences in educational achievement between males and females. There is no denying that the statistics show girls are outperforming boys at every level in education, but the question is whether this is largely related to changes in the assessment process and the way each of the genders is educated or whether there are other factors causing the differences.

There are multiple reasons why Kelley King, Michael Gurian and Kathy Stevens are on the pro side. For one reason, they believe that the differences exist due to boys being more interactive with certain topics and methods that don’t usually interest girls or vice versa. For example, the Wamsley Elementary School in Rifle, Colorado has both boy and girl students. However, in the past, the girl students over accomplished the boy students due to the school staff being more experienced in understanding how to teach girls than understanding how to teach boys. So, the school focused on teaching the boys with their own learning styles that are also girl friendly such as online courses. The result of this was successful as boys became more accomplished than they were from before. (Pages 147 – 148).

As shown in the graph and research in Source B girls almost always score lower on standardized tests (Specifically SAT Math), and even though they are taught more and take more advanced classes they still somehow manage to score lower than males. This shows how test makers gear questions towards males more than females; this evidence proves that standardized tests such as the SAT’s are bias (Source B). Students that are foreign and have special needs are discriminated against when taking standardized test, A student who has not mastered the English language still has to take the test in English, this gives them a handicap when taking the tests. Also special education students are required to take the same test as others without any type of help (Source G). This clearly is unfair and can skew schools scores when testing making them have poorer scores because of the test being

I taught a group of students at various grade levels to prepare them for their secondary-level standardized tests. The particularly

Whilst there are factors outside school, internal factors also impact gender differences in educational achievements hugely. According to Tony Sewell, boys fall behind in education because schools have become more 'feminised', as indicated in Item A. This means that feminine traits such as methodical working and attentiveness have

An experiment at the University of California, Los Angeles proved interesting when a machine taught both boys and girls. The boys ended up scoring higher than when a woman taught them. I am wondering if girls scored higher than the boys did when male teachers teach them? I also wonder how the girls scored when taught by a machine; maybe they scored higher, too. At the secondary school level boys do perform better on technical or scientific subjects. Now this goes back to the first assumption that our brains work differently, or is it because more male teachers may teach these subjects? According to Mooney, teacher of the similar sex may have the "instinctive understanding that an adult will enjoy with a child who is going through a process which he or she went through too" (122). In other words, they can relate better with a child of the same sex. I am a female kindergarten teacher and also have a daughter who is six years old. I have no problem relating to the boys in my class. I think I can relate to any child who is five or six years old.

Individuals should have an easy time completing this assessment. The format should prevent any inaccuracy in responses. The questions are written at a sixth-grade level. This could cause a problem for some individuals who can’t

Historically boys were top of the class. Today that is no longer the case. A recent article in The Economist discusses a 2009 study by the OECD (Organization for Economic Co-operation and Development) that examined how 15-year-old boys and girls performed in reading, mathematics and science. They found that girls are performing better than their male classmates. This gender gap is worldwide. Girls score higher than boys on tests measuring reading ability in every country in the world (Loveless).

Gender differences occur in many aspects of a person’s life whether it is culture, politics, occupation, family and relationships, or the economy (just to name a few). One major difference in gender occurs in learning and education in the elementary and secondary levels. Research has found that males and females learn differently in many aspects of education. First of all, female and male brains are constructed differently affecting the way they learn; this leads to basic differences in learning and also gives an introduction into why the way one learns differs according to gender and how males and females learn subjects and tasks differently. Second, males and females are treated differently, sometimes unconsciously, in educational

The goal of educational assessment is to record, evaluate and enable improved student learning. The monitoring of student work, through developing understanding of key subject concepts and their achievement of syllabus objectives requires comparison against outcomes and standards. These outcomes and standards help define the criteria which is considered essential and relevant for assessment. Through correct implementation, integration, and reliability and validity, all forms of assessment should enable improved student learning when teaching is targeted towards syllabus outcomes, objectives and through highlighting gaps in student knowledge.