Project description
Reflection on Assessment
This should first person essay exploring and summing up your stance on assessment towards the end of the course. Refer to the course objectives under Dispositions below if you need ideas for where to start. Include any thoughts about value of this course, if appropriate.
I will upload later all the articles we have taken and the Course objectives
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Added on 27.10.2015 20:36
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Course objectives
Dispositions The Master of Education student will:
value ongoing assessment as essential to the instructional process and recognize that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.
be committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.
believe that all children can learn at high levels and persists in helping all children achieve success.
appreciate and value human diversity, show respect for students varied talents and perspectives, learning styles and modalities, and be committed to the pursuit of individually configured excellence.
value the development of students critical thinking, independent problem solving, and performance capabilities.
value flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.
be committed to reflection, assessment, and learning as an ongoing process.
be committed to seeking out, developing, and continually refining practices that address the individual needs of students
Knowledge The Masters of Education student will:
understand the characteristics, uses, advantages, and limitations of different types of assessments (e.g., criterion-referenced and norm-referenced tests, structured, constructed and standardized tests, observation and performance-based instruments, scoring guides/rating scales/rubrics, and portfolio evaluations of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.
know how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
understand measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring concerns.
understand and be able to identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design assessment that help use students strengths as the basis for growth.
understand principles and techniques, along with advantages and limitations, associated with various assessment strategies.
understand methods of inquiry that provide him/her with a variety of self-assessment and problem-solving strategies for reflecting on his/her practice, its influences on students growth and learning, and the complex interactions between them.
understand value-added progress measures.
understand the meaning and uses of district report cards.
Skills The Master of Education student will:
appropriately use a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students” progress and performances, and modify teaching and learning strategies.
use assessment strategies to involve learners in self-assessment and peer assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.
monitor his or her own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.
maintain useful records of student work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues.
identify and design assessment appropriate to students stages of development, learning styles, strengths, and needs
use assessment approaches that are sensitive to the multiple experiences of learners and address different learning and performance modes.
make appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication, and response modes) for individual students who have particular learning differences or needs.
carefully evaluate how to achieve learning goals, choosing alternative assessment strategies and materials to achieve different instructional purposes and to meet student needs (e.g. developmental stages, prior knowledge, learning styles, and interests).
use assessment strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume the responsibility for identifying and using learning resources.
constantly monitor and adjust strategies in response to learner feedback.
use classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice.
calculate and interpret value-added data.
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