EDSN 640_ Disccusion Board #1
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Touro College *
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Course
640
Subject
Communications
Date
Apr 3, 2024
Type
Pages
3
Uploaded by xannedeng
Discussion Board #1
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Are you assessment literate? How do you know? Why do we need to be assessment literate?
How can you become assessment literate?
As a teacher, I do consider myself assessment literate. While I may not be the foremost expert, I
believe that I am able to choose suitable assessments and effectively utilize gathered information.
I teach in a class of 3-year-olds. Observational assessments, informal checklists, and play-based
evaluations form the core of my assessments. For example, during play-based evaluations, I
keenly observe how each child engages with various activities, gauging their social interactions,
problem-solving skills, and fine and gross motor development. Informal checklists can help me
track their progress in language development, while observational assessments provide an
understanding of their emotional and cognitive growth. These methods allow me to gain a
holistic view of my students, helping me understand their strengths and weaknesses as a learner.
The information gathered from these assessments help me when it comes to adjusting my
teaching strategies and curriculum to better meet the individual needs of each child.
According to Popham, the need to be assessment literate is rooted in the goal of improving the
quality of education for all students (Popham, 2018). It is important that teachers and educators
become assessment literate to make informed instructional decisions. The assessment results
allow them to tailor their instruction, enhancing the overall learning experiences for students. We
can become more assessment literate by incorporating and engaging in certain strategies to help
understand concepts and improve our skills. This could involve participating in training
programs, workshops, or classes that cover assessment topics. Talking and working with
colleagues and mentors can also help us understand how to use assessments effectively. My
school has weekly meetings where we are able to discuss and debrief methods that work for
every teacher. This method has helped me explore new perspectives of teaching and assessing
our students.
●
React to the five parts of the Students Bill of Assessment Rights (Stiggins, 2014, pp.71-72).
Which do you experience or wish you have experienced in your educational career so far?
Explain why.
As a teacher of 3-year-olds, it is fascinating that the Students Bill of Assessment Rights
recognizes the importance of incorporating principles of transparency and understanding even at
such an early stage of education (Stiggins, 2014). The acknowledgment that young children, too,
have the right to know the purpose of assessments, understand learning targets, and receive
dependable assessments aligns with the idea of promoting a positive and supportive learning
environment from the very beginning of their educational journey.
However, one thing that troubles me is the potential challenge of effectively communicating
complex assessment concepts to such young children (Stiggins, 2014). Language and methods
used to convey concepts to 3-year-olds need to be carefully crafted. It raises questions about how
to strike a balance between providing meaningful information to the children and ensuring that
the communication is developmentally appropriate for their age group. Simplifying language
without oversimplifying the message is a delicate yet crucial aspect of navigating this challenge
in early childhood education.
In my personal educational career, I have experienced right #2. In my classroom, I create visually
appealing charts with simple images and words to help young children understand the learning
targets. This helps them recognize goals and foster a sense of accomplishment when they achieve
them. The visual aids make it easier for young children to grasp the concept and have been
working for my students. I have also experienced a strong emphasis right #5.. Regular
parent-teacher conferences, newsletters, and individualized feedback have been common
practices. I appreciate this transparency, as it fosters a collaborative relationship between
teachers and parents, which is especially crucial in early childhood education.
●
Popham (2018) Chapter 1 details mistakes assessment illiterate teachers make. What are they
and how can one avoid them?
In Chapter 1, Popham (2018) outlines several mistakes that assessment illiterate teachers make
when it comes to educational assessments. The most common mistake teachers make is relying
heavily on standardized tests to evaluate their instructional teachings. Popham argues that many
of today's standardized tests lack evidence supporting their suitability for evaluating teachers'
effectiveness (Popham, 2018). To avoid this mistake, educators should choose tests that have
proven reliability and validity for the specific evaluative mission.
Another mistake is misapplication, where tests appropriate for one purpose are used for another.
An example is using predictor tests as instructionally diagnostic tests, which can lead to
inaccurate educational decisions. To avoid this, educators should use tests for their intended
purposes and gather convincing evidence that a test designed for one mission is suitable for
another. The third mistake involves not utilizing formative assessments or assessment for
learning. Popham emphasizes the importance of employing classroom assessments to monitor
students' learning progress, as it significantly contributes to better learning outcomes (Popham,
2018). Assessment-literate educators understand the value of formative assessment and make
appropriate decisions on which tests to use and how to employ the results.
As a teacher of 3-year-olds, I have found that informal observations, play-based assessments, and
portfolio assessments are more meaningful in capturing the diverse ways young children learn
and express their understanding. These methods allow for a holistic view of a child's
development and help tailor instruction to individual needs.
●
What makes the assessment practice in the Edutopia (2009) video so appealing? Why do you
think we don’t see much project-based learning in our schools?
The Edutopia (2009) video dives into the compelling reasons behind the appeal of
comprehensive assessment in education. Comprehensive assessment provides ongoing feedback
so we can constantly improve teaching and learning on a daily and weekly basis (Edutopia,
2009). The video highlights a noteworthy example, the Urban Plan Project, where students
collaboratively develop plan proposals, teaching state standards in economics. This hands-on
approach not only prepares learners for the real world but also proves to be more efficient than
traditional textbook learning. By encouraging the application of skills in practical scenarios,
comprehensive assessment fosters a deeper understanding and enhances the ability to interpret
complex questions.
Our society doesn't see project-based learning in our schools as much anymore because the
educational system, today, prioritizes standardized testing. Standardized testing helps teachers
assess and compare students’ academic performances on a uniform scale. As students are
required to meet academic benchmarks, it creates a form of structured teaching that often lacks
the necessary flexibility essential for accommodating approaches like project-based learning.
Additionally, teachers may also lack the resources needed to execute project-based learning.
Questions
●
How has your experience with your assessment literacy impacted your teaching
strategies? How were you able to adjust your teaching practice with the results you
obtained from the assessments?5
●
How can project-based learning be incorporated into early childhood education
(Birth-Grade 2)? Would this be beneficial for 3-year-olds?
References
Edutopia (2009, April 1). An introduction to comprehensive assessment [Video].
http://www.edutopia.org/comprehensive-assessment-introduction-video#
Popham, W. J. (2018). Assessment literacy for educators in a hurry. Alexandria, VA: ASCD,
1-16.
Stiggins, R. (2014, October). Improve assessment literacy outside of schools too.
Phi Delta
Kappan, 96
(2), 67-72.
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