EDUC5440 Week5
docx
keyboard_arrow_up
School
University of the People *
*We aren’t endorsed by this school
Course
5440
Subject
Industrial Engineering
Date
Jan 9, 2024
Type
docx
Pages
11
Uploaded by ColonelValor486
University of the People
EDUC 5440
Discussion unit 5
Question
Review the Assessment Toolkit on Page 17 of ‘
Rethinking classroom assessment with
purpose in mind’
and the assessment strategies in ‘
Using assessment to drive instruction’
included in this Unit’s reading list.
·
Select an assessment FOR learning.
·
Select an assessment AS learning.
·
Explain when you would employ each of these assessments during the school year
and appraise your expectations regarding their implementation with your students.
University of the People
EDUC 5440
Discussion unit 5
Answer
"Assessment for Learning," also known as Formative evaluation, is an important part of the
teaching and learning process.
It entails gathering information and feedback throughout the learning process to assist teachers
and students in making educated decisions about their future stages of Learning.
The assessment for Learning can be done during the class session, where the teacher observes the
student's work and guides them during the class session. As a teacher, I ensure students
understand the concept before continuing to another topic. For those students who fail to
understand the concept being taught, I usually will give them more simple explanations with
examples.`
Moreover, as a teacher, ensure that students understand the concept before leaving
the classroom.
Students must give me feedback when asked a question. From that feedback, I will learn the
student's understanding of the content. Assessment for Learning provides students with frequent,
timely, and constructive feedback as they learn. This feedback assists students in understanding
their strengths and areas for development. Furthermore, it promotes students' active participation
in the assessment process. Students should be encouraged to appraise themselves, create goals,
and track their progress. Formative assessment is used to diagnose students' comprehension and
learning requirements. Teachers can then give the necessary interventions and assistance to meet
these needs.
As a result, using formative assessment data as a teacher allows them to change instructional
tactics, content, and speed to suit the requirements of their pupils better. This customized strategy
improves learning outcomes. AfL aims to improve learning rather than issue grades or rank
students. It is not intended to be punitive but relatively supportive. Examples are quizzes,
debates, peer evaluations, observations, self-assessments, and other forms of formative
assessment. It is not restricted to traditional tests.
The assessment as Learning will be done before the lesson, where I will give the students the
topic to carry home to research so that they can have previous knowledge of the content to
discuss it in class. The concept of assessment as Learning is beneficial for all students. For
instance, it extended their knowledge and understanding of the topic. Hence, the students can
become independent learners. Moreover, they can monitor and evaluate themselves effectively
and efficiently. It allows students to value education and see the importance of an education that
will help them become independent individuals in society.
"Assessment as learning" (AaL) is a concept that involves students actively engaging in the
assessment process as an integral part of their Learning. It goes beyond traditional assessment
practices, such as exams or quizzes, by emphasizing the role of assessment in helping students
monitor, reflect on, and take control of their Learning.
Here are fundamental principles and characteristics of assessment as learning: Self-Regulation:
AaL encourages students to become self-regulated learners who take responsibility for their
Learning. They set goals, plan their Learning, and monitor their progress. Metacognition: It
promotes metacognitive awareness, where students reflect on their thinking, learning strategies,
and understanding. They become more conscious of how they learn and make adjustments as
needed. Reflection: Students regularly reflect on their work and progress. They consider what
they have learned, how they have learned it, and what they need to do to improve. Feedback-
Seeking: AaL encourages students to seek feedback from various sources, including teachers,
peers, and self-assessment. They use this feedback to make improvements.
Conclusion
To summarize, assessment for Learning is a student-centered, data-driven method that promotes
a good learning environment. It enables teachers and students to continuously improve the
teaching and learning process, resulting in greater comprehension and academic performance.
Assessment as learning in the classroom assists students in becoming more self-directed, self-
aware, and motivated learners. It promotes a more in-depth and meaningful understanding of the
subject matter, which aligns with the overarching purpose of education as a process of personal
growth and development.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Reference
Earl, L., & Katz, S. (2006).
Rethinking classroom assessment with purpose in mind:
Assessment for learning, assessment as learning, assessment of learning
. Manitoba
Education, Citizenship and Youth.
https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf
University of the People
EDUC 5440
Portfolio
unit 5
When you design a formative assessment for your students examine whether you consider
feedback a major component of this assessment
●
Analyze the type of feedback you provide.
●
Is it the type of feedback that furthers learning?
●
Is it the type of feedback that strengthens the student’s capacity to self-regulate their
own performance?
●
Or do you provide both types of feedback?
For non-practicing teachers:
Analyze the type of feedback you received as a teacher candidate. You can use your
experience as a student in the M.Ed. program or elsewhere.
●
Based on what you have learned so far how would you improve the feedback
practice in your student da
ys
University of the People
EDUC 5440
Portfolio
unit 5
Answer
The type of feedback I usually provide to my students when given a formative assessment is
positive feedback, for instance, to identify the errors they made during the test and then
encourage them to study hard since there is room for improvement. Furthermore, positive
feedback clarifies what constitutes good performance. Students can only attain learning
objectives if they understand them, take some ownership of them, and can evaluate their progress
(Sadler, 1989; Black & Wiliam, 1998). It is also crucial to note that feedback helps direct
students toward academic goals but also helps define them over time (Sadler, 1989).
. On the other hand, positive feedback, this type of feedback focuses on recognizing and
reinforcing good performance or behavior. It is meant to encourage and motivate the recipient.
Secondly, the feedback is usually further learning, such as identifying topics and content that
have already been delivered or taught that were placed in the test question that was answered
incorrectly. As a teacher, I usually build a relationship with the students; for instance, when
students have content difficulties, they will usually be motivated to inform me about it.
Therefore, I give my students additional explanations and examples to make it more apparent to
them. Also, I will give them more exercise to work at home to practice primarily in Accounts.
Positive feedback can also increase a student's drive and excitement for learning. Students are
more likely to stay involved and continue their educational path excitedly when they receive
acknowledgment and appreciation for their efforts and successes. Increased Self-Esteem:
Positive feedback helps students develop their self-esteem and confidence. They are likelier to
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
participate and take chances in their learning if they believe their efforts are recognized and
appreciated. Increased Self-Efficacy: Positive comments can boost a student's confidence in
learning and succeeding. It lets students understand that their hard effort pays off, creating a
growth mindset. Goal Setting and Achievement: Students are more inclined to set and strive for
higher goals when they receive positive feedback. It reinforces the belief that hard work leads to
achievement, and they are more motivated to push themselves and achieve more. Improved
Learning Environment: A classroom or learning environment that receives favorable feedback is
more positive and supportive. When students know their efforts will be recognized and valued,
they are more likely to feel at ease, take chances, and actively participate. Positive Feedback
Promotes Positive Teacher-Student Interactions: Positive feedback promotes positive teacher-
student interactions. When students receive praise and appreciation, they feel a closer connection
to their teachers, leading to more open communication and a willingness to seek help when
required.
Thirdly, the feedback that I give my students strengthens their capacity to self-regulate their
performance, for instance, encouraging them to do better in the other test and informing them
that it is not the last test. Therefore, in other tests, my students usually improve in their
performance. For instance, I will obtain 95% after giving positive feedback. A meta-analysis of
this research found that feedback improves learning and accomplishment across all curriculum
areas, knowledge and skill kinds, and educational levels. While most of Black and Wiliam's data
originated from the school sector, their review and others (e.g., Hattie, 1987; Crooks, 1988) give
compelling evidence of the importance of feedback in encouraging learning.
Moreover, positive feedback encourages students to reflect on their performance and what they
have learned. For instance, "Take a moment to think about the strategies that worked well for you
in this assignment. This self-awareness will help you in future tasks." Also, help the student set
achievable and challenging goals and celebrate their progress toward them.
Sometimes, I give negative feedback when I am angry with the students, for instance, when they
are not improving in the formative assessment. When given constructively and with care,
negative feedback may be beneficial for growth and improvement in various circumstances.
Some advantages of negative feedback include Areas for Improvement: Negative feedback
identifies areas where one's performance or conduct may be deficient or poor. This information is
critical for self-awareness and personal development. It can establish clear expectations and
standards, assisting individuals in understanding what is required or what the optimal
performance looks like. Negative feedback allows individuals to reflect on their conduct and
make required changes. It can inspire people to work on their weaknesses and improve their
skills. Individuals acquire a more balanced performance perspective when receiving positive and
negative comments. This equilibrium can assist in creating realistic goals and tracking progress.
Finally, as teachers, we must remember that the objective is to provide genuine, specific, and
consistent positive feedback. You can foster self-regulation and a drive for ongoing development
by focusing on a student's strengths, efforts, and growth. Students should receive positive
feedback regularly to enable them to take charge of their performance and learning path.
Reference
Nicol, D., & Macfarlane-Dick, D. (2005). Formative assessment and self-regulated learning:
A model and seven principles of good feedback practice.
Studies in Higher Education.
https://www.fammed.wisc.edu/files/webfm-uploads/documents/faculty-dev/seven-principles-
of-good-feedback-practice.pdf
Crooks, T.J. (1988) The impact of classroom evaluation practices on students, Review of
Educational Research, 58, 438-481.
Black, P. & Wiliam, D. (1998) Assessment and classroom learning, Assessment in Education,
5(1), 7-74.
Sadler, D.R. (1989) Formative assessment and the design of instructional systems, Instructional
Science, 18, 119-144.
Hattie, J. A. (1987) Identifying the salient facets of a model of student learning: a synthesis and
meta-analysis, International Journal of Educational Research, 11, 187-212.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
From the narrative presented, they all reflect how each person and family has been affected by
antisocial behavior among teenagers. All teenagers are affected differently by antisocial
behavior; therefore, social behavior can occur or manifest in various life stages from childhood
to adulthood.
Moreover, parents, school, and the education system have an essential role in the developmental
aspect of adolescence and help prevent antisocial behavior among teenagers.
The first observation deals with Issa and their friends. His friend's bad behavior influenced Issa
since Issa portrayed the same behavior to be part of their group. For instance, he was involved in
fights. Peer influence adolescents are highly susceptible to peer pressure and influence. A study
in child development (Dishion & Tipsord, 2011) explores how peer relationships can lead to
engagement in antisocial behavior, mainly when associated with deviant peer groups.
The second observation deals with Sam's behavior and his family environment. The situation of
Sam's family caused him to behave negatively in school. He was a troubled teenager with
disruptive behavior. Due to his behavior, he had no respect for anyone. He was a teenager who
needed help, but his mother was the person who always had an excuse for his behavior. A
significant body of research, including studies like the Cambridge Study in Delinquent
Development Farrington 2017, has identified the influence of adverse childhood experiences.
The third observation deals with Sohom and their family. Sohom, a teenager who felt
comfortable isolating himself, was unsuitable for a child. The teenage age is when teens like to
make friends and explore, but Sohom was different. His mother, Mrs Gosh, was concerned about
his behavior, but the problem was technology, such as social media, that made the teen additive.
The fourth observation deals with Dex, Ban, and Andrea. The situation is when Ban advances a
girl; that behavior is unacceptable, but his parents make an excuse for his behavior. Hence, the
other friends, Dex and Andreas, disagreed.
The fifth observation deals with Marlon and school. Marlon was a teenager who followed friends
at school and used Alcohol. His friends had a negative influence on him that caused him to use
Alcohol. The addition of Alcohol nearly cost him his life. His family plays a vital role in his life,
such as trying to save him from the addiction.