Field Experience Reflection (00139820)
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School
St. Augustine's University *
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Course
MISC
Subject
Arts Humanities
Date
Nov 24, 2024
Type
docx
Pages
5
Uploaded by nyamburareginah5
1
Field Experience Reflection
Author's Name:
Affiliated Institution:
Course Code:
Date:
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Field Experience Reflection
Description of My Placement
Over the last few months, I was on a teaching practice placement at Benjamin school in
West Chicago. During the teaching practice, I interacted with middle school students between
grade six to eight, and their ages ranged between ten to fourteen. The school's classrooms were
colorful and active, with numerous prints and a library that carried several word categories that
gave the learners great reading opportunities. Also, they had a large meeting center at the corner
where students with their peers would meet during discussions. I interacted with students from
different races in the classrooms, such as the whites, Asians, Blacks, and Hispanics. Also, I
interacted with students with different disabilities such as reading and writing, Attention-Deficit
Hyperactivity Disorder, and mobility disabilities.
Assessment
Benjamin's school assessment was thorough and excellent. As a result, I managed to
observe several types of assessments used in the school. They included formative assessment
where the teachers applied low-stake quizzes and polls to determine whether their students
understood what they were learning (Shepard, 2019). Also, under this type of assessment, the
teachers used entry and exit slips to start a class by asking a quick question about the former day
work. Another type of assessment I observed is an ipsative assessment where the teachers
compared students' previous results with the current and helped them set goals of improving their
skills.
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Under this type of assessment, they mainly incorporated project-based learning activities.
Project-based learning activities were common in the school, especially in math subjects, as
students would be taught the art of triangles by creating posters of drawings (Astawa et al.,
2017).
On the other hand, the use of performance-based assessment was common. Some
performance-based activities included dramatic performances such as dances and recitals and
exhibits and fairs for science subjects.
Accommodations and Modifications
In Benjamin school, I noticed that students with learning disabilities in writing and
reading were provided with the following accommodations and modifications. Their reading and
writing assignments were shorter than for other students; their tests questions were explained or
read to them; alternate books were embraced (Florell & Strait, 2020). For instance, students in
grade eight used independent reading textbooks of grade four level. Also, in answers to essay-
type questions, students were allowed to provide their answers through speaking rather than
writing them down.
Concluding Reflections
I feel that the teaching practice at Benjamin school was essential in my career life.
Through it, I learned several classroom assessment techniques and teaching models that I will
use throughout my career. Some of the teaching models learned include the information
processing model, which focuses on assessing the learner's ability to employ verbal and non-
verbal symbols, understand information, observe, solve problems and organize data. Also, I
learned how to apply different classroom assessment techniques to ensure students are learning
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effectively. Some learned assessment techniques include student-generated test questions,
classroom opinion polls, direct paraphrasing, and problem recognition tasks. I interacted with
students from different races and with different abilities in my teaching practice. These
differences in the classrooms make me feel that I will be a better teacher in the future. This is
because they have enhanced my patience, empathy, listening and communication skills, and
adaptability.
Question
Based on my fieldwork experience and observation during the teaching practice. I have
an essential question about classroom assessment that I would need its answer. The question
focuses on assessment reliability. The question reads as follows; If the teachers assess their
students more than once in the same subject using the same questions, would they get the same
results?
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References
Astawa, N., Artini, L., & Nitiasih, P. (2017). Project-based Learning Activities and EFL Students’
Productive Skills in English.
Journal Of Language Teaching and Research
,
8
(6), 1147.
Florell, D., & Strait, A. (2020). Academic accommodations and modifications.
The Clinical
Guide to Assessment and Treatment of Childhood Learning and Attention Problems
, 125-
147.
Shepard, L. (2019). Classroom Assessment to Support Teaching and Learning.
The ANNALS Of
The American Academy of Political and Social Science
,
683
(1), 183-200.