When I interviewed each student I asked them to join me in the hallway with a pencil. When we were in the hallway I talked with them for a minute and explained that I had a worksheet that I would like them to complete with me. I explained that it was not for a grade and that it was an assignment that I needed for my class. The purpose of this assessment was to see what these students know about how to read and interpret line plots. Once we were settled in the hallway I then asked each student if they knew what a line plot was and if they had ever worked with one before. They all said they had could not remember if they had ever seen one. I discussed with the teacher and she said that they have not worked with line plots or graphs this year but it is possible that they worked with them in second grade. Pre-Assessment Analysis For this assignment I conducted three interviews with students varying in mathematical skill level from low, medium, to high. The assessment that I chose to use with these students was a worksheet on interpreting line plots. The questions vary from determining the amount of X’s in a column, comparing columns, and interpreting which columns had more or less than nine X’s. These students have not worked on line plots this year, but that have had some exposure to them from previous grades. I interviewed these students so that I could understand what their basic concepts and background information were on line plots and measurement before I begin teaching
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
My “1 student with a score of 0” received a one because he did not pay attention during the lesson. I might have been able to help if I had stood next to him and kept him on task. I believe he knows the information because he said things during the experiment that leads me to believe he can do better. His diagram actually reflects our experiment not our lesson and that in itself is interesting. My “1 student with a score of 1” was one that asked questions. I tried to provide different examples so make it easier but in hindsight I should have SHOWN an example by providing a visual. (I will be doing this in class tomorrow)
From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also
Generally, when looking at each items vertically, most of the columns start with ones which indicates that this skill was easy for the higher ability students and finish with most of zeros which demonstrates that it was difficult for the lower ability students. In between, there is a mixture of ones and zeroes breaking down in the column. This demonstrates that the items in this task are suitable to use to analyse students’ ability. However, there is an irregular pattern of 1’s and 0’s for the item 1.2. The less able students could get this skill while the more able students could not get it. This may be because these students did not have this skill. Therefore, this item is still suitable to be used to assess the student’s abilities.
The assessment method that I chose was to ask the students questions about what they
I taught a group of students at various grade levels to prepare them for their secondary-level standardized tests. The particularly
I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working
I assess my students at regular intervals. Every time I ask a question to an individual or to a class I am assessing their knowledge and understanding.
The teacher prepared a checklist of what she would be looking for while assessing the students during the discussion. On this
During this semester I was lucky to be placed at Mink Shoals in a fifth grade class. I taught a total of five lessons. For my assessment chart I choose to show the progress that my students made on the math lesson. They took a pre-test and a post test. I knew that math was a good subject for about half of the class, and half of the class struggled. I knew this was going to be difficult to teach. Before I taught my lesson I did a lot of planning, but before I planned I worked with students every day in a math group. These math groups showed me what the students understood and did not understand. When I planned my lesson I talked to my cooperating teacher to see what I should go over if I wanted to help prepare them for the smaterbalance. After we talked, I decided to look up standards, and practice math tests to see what I should review for the test. After looking everything over
Assessment is an imperative part of the learning process. According to Stiggins and Chappuis (2012), “Assessment is, in part, the process of gathering evidence of student learning to inform instructional decisions. This process can be done well or poorly.” To learn more about assessment I sat down for a one on one interview with Jim Libretti. Coach Libretti is the head coach of the freshman football team at Paradise Valley High School. Also, he is a math teacher.
As an educator it is very important that a teacher uses different methods to teach the variety of different learning styles, and it is also important that the teacher uses a variety of assessment procedures. People don’t learn the same, and people don’t test the same either. I personally, am horrible when it comes to taking multiple choice and problem solving type assessments. I do better with essay and writing assessments, presentations, and teaching back what I have learned. With the understanding of how I can best be assessed myself, it will be important when I am the teacher that I use many methods to assess and grade my students work.
The building labeled B appears to be the main building for courses at Local Community College. Students walk in and out of the building all day and stop only to enter a classroom or buy food from the vending machines which fill one corner of the building’s long hallway. Often, students sit on the chairs that line the walls while waiting for a class to start, but for now the hallway is nearly empty and waiting for the ambush of students.
Assessments are integral parts of instruction, they determine whether classroom goals have been achieved, and help teachers know what areas they should focus on and maybe reteach. They are great tools for developing lesson plans and answer questions such as; “do my students possess full understanding of the material?” There are many ways of assessing students’ learning, one of which I have personal experience with are on-the-spot assessments.
The objective would be, students will be able to graph a quadratic function and determine the zero values of x and y. The assessment should convey if they master what the objective stated or not. I know that my cooperating teacher post her objectives on a whiteboard in the front of class so that the class knows what they will be learning that day or week. She does short assessments at the end of her lesson to see if students are understanding the skill or if they need more practice.