Teaching For Improved Student Learning

Progress monitoring student’s achievements and progress throughout the year is very important and these two tools are great to use for reading progress monitoring in the younger grades. This activity has taught me how to best use each assessment to better my teaching as a classroom

Aligns with AITSL Standard 5: Assess, provide feedback and report on student learing (AITSL, 2014). This is demonstrated firstly via the formative assessment task with comments on all the students samples, verbal communication considering the 5 questions in the NQR anchor chart (see Appendix 5d, 5e). Then secondly, during the lessons via verbal communication when observing student interactions with the lesson content (Measurement). Lastly, through written feedback on all the student’s Summative Assesmnt tasks , however, evidence supplied is of the 3 focus students work (See Appendix

Progress monitoring is used to access students’ academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. The main advantage of progress monitoring over annual achievement tests is that it consists of frequently administered tests rather than just one testing session. Progress monitoring is an example of a formative assessment. The goal of a formative assessment is to monitor continuously student learning. Year-End assessments are summative, and they are administered with

While assessing their peers or themselves, pupils will quickly know whether or not they have met the success criteria by matching their work against their peers. Pupils mark each other’s work

McKenna, Flower, and Ciullo (2014) suggest that observations, self-assessments and permanent products can be used to improve and measure the fidelity of interventions. During observations an individual familiar with the curriculum or intervention will determine the degree to which teachers are adhering to core procedures and elements using task analysis. Likewise self-assessments also use checklists to track intervention events, and during reflection teachers identify areas of the intervention they found difficult and seek out additional support. Lastly, permanent products such as student self-monitoring sheets, student point sheets, charts, and tokens can be used to inform a teacher of the degree to which students learned the material and

homework assignments, also provide rich data regarding students’ academic progress (Cawthon, 2004).” The current Obama administration has indicated a plan

With student learning and achievement being the priority in education, this era of accountability and high stakes testing puts a great deal of pressure on an educational leader. Therefore, learning about data driven decision-making (3D) added another valuable tool to my leadership repertoire. Because students need to be prepared for working in the 21st century, incorporating technology into the classroom as well as using it for data purposes is a must. As I strive to close the learning gaps for students, discussing and analyzing data will be the norm. One important note learned about 3D is that it is more than just numbers and test scores. Many variables affect student grades, and as educators, we must get to the root cause of the problem, and this can be accomplished by using 3D and collaborating with fellow teachers and leaders to assess instruction and provide feedback.

Academics will be analyzed in two ways. One way will be by looking at Measures of Academic Progress (MAP) assessments. “Measures of Academic Progress® (MAP®) creates a personalized assessment experience by adapting to each student’s learning level—precisely measuring student progress and growth for each individual” (Measures of Academic Progress (MAP) , 2016) . We administer MAP, which consists of a reading and math assessment, three times a year in the fall, winter and spring. The MAP is a web based test, so the data is accessible online for each

Educational program quality and relevance is a matter of significance to educators globally. In fact, enormous resources are channeled towards developing appropriate instruction purposefully to enhance the quality of educational programs (Fleischman, 2005). In the contemporary societies, educators are concerned with the search for appropriate tools that can help in identifying students’ academic progress and relevance of instruction. Once the students’ academic need are recognized, it is important to use the information in developing instructional strategies that would meet the academic needs of the learners. As such, progress monitoring plays a meaningful role in helping teachers and educators to improve their teaching and instruction. This paper seeks to discuss the importance of progress monitoring in helping educators with valuable tools for improving their teaching.

This will be done as discussed, by having a portfolio of not all but key works by each student. On-balance judgments mean teachers have the professional ability to make judgments about success of students. I will use the rubrics to judge students' success levels. Moderation ensures that the assessment is consistent and professional, and that it is not overly harsh or lenient. Through using rubrics, I will judge students' success based on this kind of moderation. By creating a written report (report card) I will be adhering to the standard of written report. This is necessary to show parents how their children are doing and what things need to be done in order for the child to

Students are measured constantly regarding their retention ability while in the classroom. Most of the time, the measurement tool is a written exam, an oral report, or a presentation. Although these are ways for a student to prove they have achieved mastery of the information, these tools are not considered reliable

Improving student achievement across the board for all students who are able to take part in reduced-size classes is quite the achievement, however, the rewards do not end there. One of the most prevalent and timeworn injustices of our nation is the achievement gap between low-income minority students and their higher-income white peers. Even at its inception, inequality has been woven into the fabric that makes up the education system. There is a long standing history that proves minorities and those from low-income areas have always been at a disadvantage and routinely perform well below their peers on standardized tests. For minorities and individuals from low socioeconomic backgrounds this achievement gap perpetuates a dangerous cycle. This disparity bleeds into every part of society from the lack of higher education to the incarceration rate. In every single research study that was reviewed it was clear that smaller class-size benefited minority students, children who are eligible for free or reduced lunch

Furthermore, using a variety of formative assessments helps pinpoint what the student knows and what they need to learn (Walle, et al., 2013). This data can be used to make instructional decisions, pace lessons, evaluate the effectiveness of a lesson and the strategies used to teach a concept. They also guide the type

The two ways that I will monitor student learning is using exit tickets and the spotlight method. The exit tickets will show me how well I presented the topic and what additional information my students may need. The exit tickets also will show me what students know after a lesson has been taught. The spotlight method is a quick formative assessment that I used to check for student understanding. This will be used before, during, and after a lesson to help me modify, extend, or curtail a lesson.

This essay will demonstrate my awareness and understanding of the importance of feedback and peer assessment as part of effective assessment and how these assessments, together with observation, supports children’s learning. Firstly, I will reflect upon the benefits of peer assessment. Secondly, I will describe how I intend to use my tutor’s feedback to enhance the quality of my assignments. Thirdly, I will describe, analyse and comment upon an observation I have made in school. Lastly, I will reflect upon my own understanding and learning regarding assessment and observation practices in primary schools. I confirm that, in accordance with ethical guidelines (BERA, 2011, cited in Section 5.3 Assessment Guide), permission from parents,