EDUC 6731 - Wk 1 Discussion

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Psychology

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Dec 6, 2023

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Evaluation and related feedback are crucial to student learning. “ Nothing we do to, or for our students is more important than our assessment of their work and the feedback we give them on it. The results of our assessment influence students for the rest of their lives ” (Race et al., 2005, p. 3). Student evaluation enables instructors to measure instructional effectiveness by tying student achievement to specific learning objectives. As a teacher begins to understand their students, the teacher-student relationship becomes stronger (Kahn, 2012). At the heart of assessment lies observations, helping teachers understand the individual child, their learning styles, weaknesses, and strengths. For Wiggens and McTighe (2004), evaluation allows instructors to determine the “metrics of measurement” for student comprehension in course learning goals. Evaluation provides the evidence necessary to document and verify that meaningful learning has taken place in the classroom. For this assignment, distance running will be the analogy used. The primary aim is to run a 5K in ten minutes. To achieve this objective, the runner needs to improve breathing techniques, running form, speed, and endurance. Pre-evaluation is the try-out where you are timed as well as evaluation of other various areas, such as running form and breathing techniques. The formative assessment will be training sessions where each individual will work on the weaknesses and practice running to improve performance. This will be achieved over a period of time. The summative evaluation is the race day where each person will be timed. Here, each part is interrelated since they all influence the other. The try-out will determine the training, the training will determine how you will race, and race results will determine a future training regimen. Within my interdisciplinary unit, the pre-evaluation is a pretest and a KWL chart. Pre-assessment is used to discover what students already know on a particular topic. It is crucial to recognize prior knowledge so that students can interact, formulate, think, and theorize in order to build new knowledge suitable for their level. In my unit plan, the training sessions, otherwise known as formative assessments, consist of informal questioning, discussion posts, exit tickets, observations, self-assessments, and “ pop ” quizzes. Research on formative assessment has shown that both achievement and motivation increase when educators conduct good formative evaluation (Brookhart, 2010). As an end of the unit summative assessment, also known as race day, students will be evaluated on a culminating performance task and an end of the unit exam. By ensuring that summative exams are secure and, thus, a valid measurement of student learning, educators learn how well their content is known and absorbed. My favorite teacher in elementary school was my third-grade teacher, Mrs. Savoree. Her consistent presence and approach each day comforted me. I was an eager learner, uncomfortable with change, and quiet in disposition. Rarely did I raise my hand, make a suggestion, or ask a question. I didn’t want to stand out in any way. I’d rather sit there, soak all the learning in, and hope that if I didn’t understand something that one of my peers would ask the questions I was thinking. If one didn’t , I would go home and count on my mother or father to assist me. Yet, despite my extreme shyness, Mrs. Savoree was comforting, understood her students, reviewed classroom material each day, solicited input from all of her students to build future lessons and units, and got to know us individually. I was able to grow beyond my self-imposed limitations. Mrs. Savoree spent a portion of each day with each of us, reviewing our accomplishments and setting our goals for the following day. She knew I struggled with vocabulary. However, Mrs. Savoree helped me to overcome my struggles.

Every week Mrs. Savoree would introduce our vocabulary words by re-reading the words from the context of our weekly story. As she read, she would explain the word, going beyond reciting its dictionary definition. Each day during the week, we would revisit the words. On Tuesdays, we would work with partners “ teaching other ” and explaining what the words meant to us. On Wednesdays, we would play a Pictionary-like game to create non-linguistic representations or symbols of the words. On Thursdays, our class would play some sort of review game, such as Jeopardy or Telephone. All of these formative assessments led up to the summative evaluation on Friday. Our summative assessment was a mixture of matching and using the words in sentences. Even though I struggled with vocabulary, my third-grade teacher made learning fun. She created opportunities to help students develop vocabulary by promoting word awareness and interest in words. According to Graves (2016), “ If we can get students interested in playing with words and language, then we are at least halfway to the goal of creating the sort of word- conscious students who will make words a lifetime interest. ” References Brookhart, S.M. (2010). Formative Assessment Strategies for Every Classroom (2 nd ed.). ASCD. Graves, M.F. (2016). The vocabulary book: Learning and instruction (2 nd ed.). College Teacher Press. Khan, B. (2012). Relationship between assessment and students’ learning. International Journal of Social Sciences and Education, 2 (1), 576-588. Race, P., Brown, S., & Smith, B. (2005). 500 Tips on assessment (2 nd ed.). Routledge. McTighe, J., & Wiggins, G. (2004). Understanding by design: Professional development workbook . ASCD.

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