Janelle Smith ED-CIFS 329 Assessment Management Protocol Plan September 10, 2015 Classroom assessment involves the professional decision of the teacher to determine how to implement assessment, what should be assessed, and when should assessment occur. Teachers must be able to interpret each students’ unique learning abilities in ways that are credible, fair, and free from bias. Possible factors to consider when creating these multiple formats for assessments include gender, ethnicity, culture, socio-economic backgrounds, and special needs. Each and every student in the classroom should be give the same opportunity to display their strengths. And it is important for teachers to properly manage an assessment plan that will benefit students, as well as the teachers, in the classroom. Eventually, a well-constructed assessment plan will be able to contribute to the development of lifelong learners within the teacher and the students.
Statement of Intent Coming from a war-torn country, I was informed by the concepts of social injustice and gender inequality at a young age. Whether it was witnessing my girl-friend forced to dress up as a boy or witnessing many of my classmates forced to drop out of middle-school by their parents, I was constantly reminded of what it meant to be a teenager, a girl, in a country full of restrictions and limited opportunities. Nonetheless, I was fortunate to be raised in a household with an activist father that has dedicated his life in improving the quality of education in Afghanistan and a mother that wanted her daughters to pursue the education she could not. The values and beliefs they imposed on me gave me a clear idea of what I wanted to pursue in the future.
The purpose of this paper is to identify how the author’s place of employment, The International School at Mesa del Sol (TIS) recognizes social justice and equity, addresses the issues within the classroom or on campus, and serves the student through programs to eliminate the impact of social injustice and inequity. Ultimately, the author intents to reflect on the question: Is the school simply aware of the various social justice issues (i.e. poverty, racism, religion, etc) or does the school go that extra step, as suggested by Gorsky (2012) and initiate action and or policy change to eliminate the issue?
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
"We need to activate people," said Thomas Allison, "Activate everyone—those who are suffering and those who are not."
Here is a more extensive list of social justice implications that I feel that Master of Social Work students and Social Workers can take into consideration to advocate for change:
My passion for social justice and accountably led me to pursue a career that involves law and public policy. I seek to learn how to analyze social problems and contribute meaningful solutions. As a Ronald E. McNair Scholar, I have begun working on this skill and would like to build on it and one day apply it in the real world. One of my current research projects as an undergraduate student at the University of Washington concerns the United States economic policies towards Argentina during the Dirty War and their impact on Latin America today. I want to know why certain policies were put in place and what those in power hoped to get out of the new laws. Another one of my research projects concerns changes to the Tigris River from the late 19th century to today. Through mapping software, I map major changes in the river that are due to economically and politically motivated policies. With this research I highlight changes in major dam projects, canals and irrigation projects as well as groups of people and tribes dislocated by changes to the river.
Assessment as learning for students will occur mainly in their interactions with other students. As students listen to what their peers are saying, they will learn new ideas. This engagement and participation will be good learning experiences that the students have throughout this unit. Students can use personal knowledge to construct meaning and monitor what they don’t understand something. Student’s routines reflect their work and I can make judgments about what they have already read. Student will use rubric to assess their journal. The student
During the first portion of this course our goal has been to analyze different theories on social justice in order to come up with our own theory on what social justice means to us. To start off we discussed the writings of J.S Mills. In his writings he described social justice as independance, stating that if human beings individually developed themselves autonomously and find harmony within themselves without conforming to any social structure than there would be harmony amongst everyone. On the other hand B. Barry offers a very contrary idea of social justice. He believes that although liberty plays a large role in social justice not everyone shares the same level of independence due to the fact that after the moment of conception there are some who have advantage over others. So therefore liberty alone cannot create social justice and it is instead the responsibility
The authors main purpose for this articles analysis conceptualizes school bullying as a social justice issue and explores the concepts of culture-based intolerance and bullying. In the article, the author uses examples of numbers, people dropping out and negative academic challenges to support her objective in the article. Each form
Artifact 3: Wordsplash Assessments are vital to the educational process. They provide feedback about what the students know and what they may need to learn in order to obtain the content within a given curriculum. It provides teachers with a glimpse into the student’s readiness on a particular topic or subject. One of the six key principles of having an effective differentiated classroom is having a formative assessment that informs teachers on the effectiveness of their teaching. It also provides teachers with the readiness levels of their students and shows them exactly where the students’ readiness, interests, and learning profile needs really are (Tomlinson, 2014).
I am interested in working with the Disciplinary Review Committee, because I am interested in social justice based off actions. I believe avery action should have a fair consequence. I want to spend my time helping others, by finding out the facts and true stories. I think being on the Disciplinary Review Committee would also expand my own knowledge on social justice, and provide me with different experiences and perspectives on discipline, and what it is.
There are many forms of both formal and informal assessment tools and approaches that help teachers evaluate the language development and the progress performance of their students. Assessment approaches are the way teachers assess their students and assessment tools referred to the instruments that utilize to measure each method. Some of those tools includes: Tests, quizzes, projects, classroom performances, tasks, observations, portfolios and standardize tests. Tests and quizzes are given periodically to ensure students comprehend the subject contents. Performance tasks and projects are used to measure students’ accumulated skills and knowledge in problem-solving and critical thinking whereas observations and portfolios are evidences to show students performance and achievement over the period of time. Each of these forms of assessment is very effective when utilized and conducted at an appropriate time.
The notion of justice is existence of proper balance of rights and its access under the laws of land. It refers to not depriving any person from availing privileges, opportunities etc. John Rawls writes, "Each person possesses an inviolability founded on justice that even the welfare of society as a whole cannot override"It means that the interaction in a society must be free from any sort of discrimination such as religion, race, color, caste or sex. It ensures fair distribution of assets and equal opportunity. José P. Laurel defines Social Justice as “Social justice is neither communism, nor despotism, nor atomism, nor anarchy, but the humanization of laws and the equalization of social and economic forces by the state so that justice in its rational and objectively secular conception may at least be approximated.”
What is social justice and how does it relate to liberation theology? How do sin, love, grace, and human freedom affect social justice? What restricts freedom and social justice? And how does all of this play a role in the Kingdom of God?