Performance Assessment And Rubric That Will Help Me Evaluate My Students ' Understanding Of Production And Advertising

As schools were faced with these daunting expectations to meet standards, state agencies, school boards, and administration all had to re-evaluate current practices, not only in the form of what should be taught, but how it should be taught (Performance Evaluation Advisory Council, n.d.). In more appropriate terms,

For this program outcome I chose my curriculum analysis paper from CUR 512, Curriculum Analysis and Planning. In this course we defined curriculum, the aspects that are considered when writing curriculum, the theoretical perspectives found within curriculum, and the goals of the curriculum. By writing this paper, I was able to focus in on a unit that I teach in third grade social studies to get a full picture of the curriculum. I was also able to see the complex issues surrounding the curriculum that I never previously noticed.

What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.

I believe that I met this standard because I created a lesson plan each week that included reading, writing, speaking, listening, and thinking skills that were developmentally appropriate for the student and addressed his academic needs. I also created activities that the student enjoyed so that he would be motivated to learn new and challenging concepts. Each activity on the lesson plan correlated to an Oklahoma Academic Standards (OAS) for his grade level.

Based on how Focus Student 1 did on this assignment and the feedback I provided, I believe my feedback helped her understand and reach the

To remediate this, we contracted with the Achievement Network to help us connect the standards to a curriculum and plan for a more fluid instructional delivery that would improve the assessment outcomes. They provided us a structure that laid out the Common Core Standards of assessed skills that included a scripted curriculum and instructional activities outlined in their guidelines. Students are making growth towards attainment. However, only 9% of the student population have met grade-level proficiency targets. Teachers are feeling that they are harshly judged because 30% of their evaluation is based on students meeting proficiency.

She discusses a clear definition and different styles of objectives, assessments, rubrics, activities, and many other lesson components intended to help other new teachers find a start for lesson planning. She focusses a lot on objectives, how to create and effective objective that will shape the entire lesson and some examples of effective verses ineffective. For support she quotes and pulls information Bloom’s Taxonomy as well as other people’s works in educational advancement. Taxonomy is useful when, “… trying to articulate what you want students to be able to do as a result of learning the material in a lesson or unit,” states Reeves on page

Although the standards are concise and clear, these standards are broad with no specific directions of how to teach students to attain them; “in fact, that is left for the teachers to determine. (McLaughlin and Overturf, 2012, p. 157) According to revised Louisiana Student Standards (2016) that’s derived from the federal Common Core State Standasrds, “the new standards provide appropriate content for all grades, maintain high expectations, and create a logical connection of content across and within grades.” (p.1) Thus this paves a path for horizontal collaboration of content area teaching and support among same grade level teachers and a vertical use of assessment where teachers can spend more time working with students who are not on bar to catch up and students who are at mastery level to be challenged to reach the advanced level ready for the next grade up. (McLaughlin and Overturf, 2012, p. 157)

As the stakes of student performance on standardized assessment increase, the need to accurately predict student performance and focus directed instruction become imperative. New Chapter Four regulations of the Pennsylvania School Code mandate that beginning with the class of 2017, all students demonstrate proficiency in Algebra I, literature, and biology (Academic Standards and Assessment, 2014).

The Common core State Standards initiative in K-12 schools was adapted in the United States by more than forty states as a response to the decline in academic achievement across the country. With this movement towards an emphasis on students’ performance it the classroom there also seems to be an increase in student expectation as a result. This new standard was implemented as a means in creating college and career ready students through more complex activities and critical thinking, rather than memorization (Welz, 2017). However, this can be very difficult goal to achieve for both students and teachers to achieve these using Common core state Standards in the classroom because though the initiative had proper motive the execution lacked

A fair assessment will not disadvantage any person and will take into account the characteristics of the person being assessed.

When powerfully aligned, standards and assessments bring transparency to the education system by specifying a consistent set of expectations for students and educators. The assessments definitively represent the standards. They also provide a goal that teachers can emphasis their instruction on and students can focus their studies on. Using classroom instruction that follows the standards, teachers can effectively prepare their students for the accountability assessments (Case & Zucker, 2005). This helps teachers in a school develop a consensus on goals to improve student performance based on assessment data.

After collaborating with my mentor teacher about the curriculum, she asked me to look over the 1st grade and 2nd grade curriculum and pick standards that I would want to teach, and modify the standard to fit the education levels of our students. While I was looking over the curriculum, I wanted to pick a standard that would target all of our students’ Individualized Education Program (IEP) math goals in some way. There were only three standards that would be benefiting all of my students at this time. I showed my observations to my mentor teacher and she told me to do a counting standard because this is something they work on all year long for each student to reach their goals. The decision that I made was to focus on teaching students the concept of counting to twenty (20). My student friendly objective will be: I can identify and count numbers one to twenty. This will be written on the objective board and will assessable for my student while I am teaching this content area.

Curriculum and instruction are differentiated to the needs and interests of each student and engage multiple intelligences. The lesson can be customized and adjusted to the needs of students and teachers. The lesson is aligned with the academic standards of the National Council of Teachers of Mathematics and Common Core.

Assessment is the driving force behind every aspect of teaching today. There is an increasing focus on grades, as well as a growing concern for US performance, in schools compared to others abroad. As a result, standards of learning have not only been developed for each state, but are now being strictly enforced as well. This has caused much controversy over the effectiveness and legitimacy of the standards and over their consequences. By examining various educational resources, in addition to speaking with teachers and administrators, contrasting views become clearer.