Text Analysis Response

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

In a reasonably coherent thesis-driven essay of between two-and-a-half to three typewritten, double-spaced pages, address one of the following prompts listed below:

Also have students complete all reading and study guides that were not finished and review vocabulary for possible pop quiz on vocabulary from prologue-chapter 10.

I read the feedback you left me for last week. I apologize, I did write up a paper with feedback, but I forgot to pull it off my clipboard before I left. I did mark the points on the board for each class period. I did not have any issues with your students in any class period. We read the book and had some great discussions about what the author was trying to tell the reader and how the kids interpreted different aspects of the story. They seemed genuinely interested in the story and had some great questions.

My “Eleven” TBEAR, found in my “Eleven” packet is behind my revision letter for my “Eleven” TBEAR, and my “Talking to the Text” for The Hobbit, found in my Hobbit evidence chart packet with a green smiley-face behind the movie and novel comparison charts, are my two best works of Shared Reading. The “Eleven” packet is located behind my “Chapter 11 Foreshadowing - Flashback” and in front of my social media essay, and my Hobbit packet is located after the “Good Morning” Semantics and Inflection. In the analysis of my “Eleven” TBEAR, we identified what figurative speech was used, and how it impacted the tone of the story. In my “Eleven” TBEAR, the analysis is my best work that demonstrates CCSS Reading 4, “ Determine the meaning of words and phrases as they are used in the

Throughout this process, I discovered that each student should have clear individual goals that are communicated to them through feedback on both formal and informal assignments. Providing students with choice in texts can encourage students to engage in reading texts that relate to their lives, beliefs, and values. When students need help with key skills, such as grammar or identifying evidence from the text, additional practice (i.e.: with the computer program NoRedInk) and graphic organizers can help students develop skills, practice, and apply learning to their reading and writing experiences. Frequent formative assessments help me to understand students’ skill levels with comprehension, writing, and synthesis of ideas and also allow me to track student progress. Formative assessments also allow me to provide students with feedback and communicate whether

Thank you for reflecting on one of the longest standing practices in the American educational system. At our high school, I have seen a variety of view points in this area. Approximately five years ago our principal at the time asked the staff to discontinue the practice of grading homework. She used Ken O'Connor's (2011) book, A Repair Kit for Grading: 15 Fixes for Broken Grades as the foundation for the change. O'Connor (2011) contends, "Don’t use information from formative assessments and practice to determine grades; use only summative evidence" (p. 124). After much consideration the staff agreed to make the necessary changes to their grading practices. However, there was no groundwork layed with the students and parents. At first parent-teacher conferences of the school year numerous parents expressed their displeasure with the new policy. The major parental complaint was that their childs grades were suffering because only the test (summative) grade was being used to formulate the course grade. The policy was scrapped the next school year when a new principal was placed at our high school. Perhaps, if a strong foundation was layed with the parents and students, O'Connor's fix may have advanced on.

While administering these assessments I required these materials: several passages of different text, graphic organizers for both summaries and retellings, pencils and lined paper.

a. How does the ED 465/565 assignment demonstrate my understanding of effective classroom organization and management and of supportive behavior management strategies?

Every district has the job of ensuring every student masters a set of standards specific to that grade level. It is easy for a teacher to teach all the standards, but it is very difficult to track which student has mastered each standard. It is also difficult to see or understand what piece the student is missing in order to master the standard. The purpose of this type of assessment is to allow teachers to quickly put the data together to, "refine alignment of curricula, instruction, and assessment: to improve their teaching of specific skills and address students' confusion and to provide targeted assistance to individual students immediately-before the next assessment" (Love, p. 126, 2009). Having this type of data available creates a more effective use of instructional time and drives the next lesson in the correct

The subject of the text is the schools grading system. The outline of this paper was paragraph one was introduction, two through three informative and four through thirteen is persuasive and paragraph fourteen was the conclusion. What problem/situation was this essay trying to address? This persuasive essay was trying to address the down side of the grading card and how continuums would much better benefit the school system. The thesis of this paper is the grade card should undergo revision.

Dr. Meredith has provided both the grading rubric for argumentative essays as well as his feedback for this assignment. The grading rubric lists two primary categories and two secondary categories. One of the primary categories is “Comprehension.” Under this category it is quite lucidly articulated that the essay must refer to the assigned reading. According to the rubric, a failure to interact with the assigned reading will result in an “F” for that category. Finally the

Three teachers in a small rural high school transformed their grading system so that it better reflected student learning. They began by defining letter grades as indicators of particular levels of mastery, rather than the number of points earned. Then, they revamped their tests so that each section reflected a particular level of mastery. They also began allowing students to redo assessments. Finally, they changed the way they calculated final grades so that most of the grade related to mastery, instead of completion of work. As they implemented the new system, they made adjustments in response to students' reactions. For instance, when students stopped preparing for tests because they knew they could redo them, the teachers started requiring

This is a reflection on a positive feedback given to a student. The purpose of giving feedback according to (John Hattie and Helen Timperley 2007) is to provide evidence about performance and it is a powerful influence on learning and achievement. The impact can either be positive or negative feedback information provided regarding aspects of one 's performance or understanding. For me the purpose of feedback at that time was, I was supervising a student doing a clinical skill. she did well from start to finish with confidence and she was competent in her skill. After she finished doing the task under my supervision, I gave her a positive and constructive

Peer assessment lies at the heart of formative assessment. Using peer feedback in writing classrooms enables students learn from their peer and support each other. (Carless, 2011) This goes in line with Vygotsky’s (1978) social-interactionist view which claimed that students learn better when they interact with their peers. Although there are concerns that students may not be able to assess their peers as reliable as their teacher, Carless (2011) argued that giving reliable assessment is not the priority in peer assessment. It is rather about getting students to become in control of their own learning by raising their awareness about learning criteria and task requirements. Students become more reflective of their own products by giving supports and evaluating their peers’ writings.