Vocabulary Word Game Analysis

Improved Assessment Literacy: Unlike the current education system that treats assessment more separated from teaching, the core teaching standards recognize that teachers need to have greater knowledge and skill on how to develop a number of assessments, how to balance use of formative and summative assessment as

If time, ask students to come up with their own sentences using some of these vocabulary words.

In the group experiment only two students engage while the other four were left waiting this could have been improved by having either enough supplies so that student could have each participated or have done the experiments in small groups of three and she would only have to divide her supply. If students are not participate less than 50% of the time it is not productive ((Echevarina, Vogt & Scott, 2013) Last I feel that vocabulary terms could have been advance by having the teacher go over out loud with the class the vocabulary term and their meaning to be sure they were understanding of what she was talking about if applicable use visual to explain. Connecting prior knowledge to new material is imperative for the ELL students to connect to the language we are teaching them (Haynes, J. (1998).

Efficient educators know and understand the importance of selecting, planning, and implementing effective assessment tools and strategies that measure student’s levels of understanding. Different types of assessments are used for a broad range of purposes that include formative, placement, diagnostic, and summative assessments. However, the main purpose is to “foster learning in all its forms” (Lefrancois, 2013, Ch. 6.1). Teachers use pre, formative, and summative assessments to determine what students know before, during, and after instruction. Each measurement is used to plan, modify, and adjust instruction to meet the needs of all learners. Although each form of assessment plays a critical role in ensuring all students succeed, educators

Additional challenges with successfully examining multiple assessments include the lack of skills, know-how, and professional development for understanding the implications of data results and the lack of guidance in developing timely and appropriate responses for modifications in pedagogy (Wayman, 2005; Marsh et al., 2006). Some researchers argue these are a direct consequence of data as a less than significant part of school cultures (Ingram, Louis, & Schroeder, 2004; Lachat & Smith, 2005). Assessments are beneficial to provide a current review of

During the first week of her class, Victoria Villegas’ students are mostly silent and unwilling to speak, but soon open up with the help of a few creative activities. “Students learn from games better than listening to a teacher speak,” says Victoria as we discussed best practices for encouraging ELL students to engage. She has been using Thesys’ ELLoquence curriculum for almost four years while teaching junior high international students at Fairmont Private Schools in Anaheim, California. A credentialed teacher with an emphasis in SIOP methods for ELLs, Victoria is extremely knowledgable when it comes to working with lower level beginners in a sheltered classroom. She stresses that it’s important to engage students or else they quickly become bored, frustrated, and ultimately zone out. When learning a new language, students need to be excited about the material and possibilities, so keeping

All students are familiar with assessments. They have been assessed on various levels all through primary and secondary school, and if they attended school afterward they 've experienced assessments in postsecondary school as well. Why do we do assessments? Assessments are necessary - they not only tell the instructor how well the students are doing but they also tell the instructor how well they are teaching. But there is much more to assessments than that. Assessments can be “an excellent instructional method to provide understanding

Assessment is an essential part of the teaching and learning process. Assessment is most effective when there is alignment between the outcomes, the design of assessment tasks, the criteria, marking procedures and feedback provided; this referred to as constructive alignment (Potter & Kustra, 2012). The purpose of an assessment, and the modes and strategies used will depend on a number of factors. Diagnostic, formative, and summative assessment are three modes of assessment that may be used. While each of these modes of assessment has a particular purpose, the underlying purpose of all assessments is to promote student learning (Brady & Kennedy, 2012).

The use of assessments in school is always creating controversy due to the fact that many people believe that quizzes and tests do not define a student’s learning. While I agree that tests should not be the only defining factor of a student’s grade, assessments can be a valuable tool in understanding what a student has learned. Personally, I struggle with assessments because I went to a Waldorf school, which is an institution that does not believe in test taking. I believe that there are pros and cons to this approach, one of the cons being that when I reached high school I was bombarded with many multiple choice assessments. Multiple choice assessments became my enemy in high school as well as college because I wasn’t taught the test taking strategies my peers had learned and practiced. As a middle school math teacher, I quickly learned that multiple choice assessments fail to tell an accurate story about a student’s skills. My department head explained this to me by reminding me that although a student may have gotten the incorrect answer their process might have been accurate. In my classroom, their is a culture that celebrates the correct process because often times students make little mistakes, however it should not define them as not understanding a problem or concept. In other words, the process that my students take to answering a math problem matters.

For each student, their assessment, lesson plans, and curriculum developments will be different too. Some have concluded that we all learn the same way. Not so, what will work for one will not work for the other. Assessments are considered as a common thread in the transition process. Assessments are used for collecting data on students needs, interest, and preference relating to their future.

Educators are faced with many challenges in accurately assessing and evaluating students, and although these two codes are closely related, their effective completion requires different actions. Assessment is a systematic process of collecting and interpreting information about students’ achievements, while evaluation refers to a value judgement that attaches meaning to the data obtained through assessment (Mc Donald, 2007). Educators are called upon to assess and evaluate students who they instruct based on the students’ learning outcomes and course objectives.

Within my past and current educational course work and field experiences, I have explored and engaged in the use of multiple assessments to gather both formative and summative assessments. Formative assessments are for learning, they assess during learning. Summative assessments are of learning they assess what students ability to apply what they have learned. Formative assessments can be described as check points done frequently through a lesson to assess student acquisition of knowledge. Summative assessments assess student ability to apply what they have learned.

            In today’s schools, teachers are trying to decide which form of assessment, formative or summative, is a better measure of student’s abilities. Teachers are constantly pressured to make sure their students are doing well on state wide assessments, therefore, making sure their students have the skills they need to succeed on these tests is extremely important. Formative assessment gives the student and teacher feedback as the information is gathered (Cotton, 2017). Where summative assessments are better for capturing the amount of material learned and the quality of learning at the end of a large unit or amount of information (Dixson and Worrell 2016). Teachers are on the warpath researching which method is the most effective way of assessing students.

As a future elementary educator, I know that there are various methods for assessing students. In my opinion, assessment should vary depending on the age group being assessed. Students throughout elementary school learn in different ways and develop different levels of thinking as their learning progresses. A kindergarten student does not learn material in the same manner as a fifth grader; therefore, assessments should fit the objectives and goals of the students and also project their level of thinking and learning. I want to teach fourth or fifth grade students, so I will discuss the variety of assessments I will use, why I seek to use them, how I will incorporate them in my classroom, and weight their importance in my evaluations of

Students are falling through the cracks, being left behind, and are not being educated properly; these are statements we hear every day about our educational system. Attempts have been made to reform and overhaul the educational crisis. However, few have been successful. High expectations are being placed on students to perform well on standardized tests so “no child is left behind” and schools are not labeled as “failures.” This strict discipline of teaching to the test is only harming the quality of education students are receiving. Informal assessment needs to become the primary focus of evaluation rather than formal assessment.