E. Student Evaluation and Assessment
KSA #11: The teacher understands the purposes of student assessment
Descriptors:
· Sets high, but attainable, standards of student achievement
· Asks an assortment of questions, involving the different parts of Bloom’s taxonomy
· Appropriate use of wait time
· Has established routines to ensure that all students are involved
· Knows the difference between and utilizes a variety of assessment techniques “for learning” and “of learning”
· Maintains accurate records of student assessment
· Students understand how their work will be evaluated
· Checks the quality of student work, regularly
· Provides frequent and timely feedback to the students
· Communicates results to students, parents and administrators in an ongoing and meaningful manner
· Utilizes an appropriate number of assessments to formulate the report card
· Positive recognition is given for good work
The architecture project this term definitely set very high standards, but it was flexible enough that I could ensure each student was successful on some level. Every student was met with many challenges and although they were initially a little bit frustrated, after additional explanations and examples, they were able to understand and enjoy the process. At a Pro-D presentation on the brain and how it learns, we were told that when we feel discomfort or some frustration, it's just the brain carving new pathways while we learn new things. As we get used to these new concepts the discomfort fades. It is extremely satisfying to see the "ah-ha!" moment or the light bulb turn on when students reach an understanding.
As an example of some questions I've asked at different levels of Bloom's Taxonomy, below is a lesson plan on the Rings of Responsibilities.
Descriptors:
· Sets high, but attainable, standards of student achievement
· Asks an assortment of questions, involving the different parts of Bloom’s taxonomy
· Appropriate use of wait time
· Has established routines to ensure that all students are involved
· Knows the difference between and utilizes a variety of assessment techniques “for learning” and “of learning”
· Maintains accurate records of student assessment
· Students understand how their work will be evaluated
· Checks the quality of student work, regularly
· Provides frequent and timely feedback to the students
· Communicates results to students, parents and administrators in an ongoing and meaningful manner
· Utilizes an appropriate number of assessments to formulate the report card
· Positive recognition is given for good work
The architecture project this term definitely set very high standards, but it was flexible enough that I could ensure each student was successful on some level. Every student was met with many challenges and although they were initially a little bit frustrated, after additional explanations and examples, they were able to understand and enjoy the process. At a Pro-D presentation on the brain and how it learns, we were told that when we feel discomfort or some frustration, it's just the brain carving new pathways while we learn new things. As we get used to these new concepts the discomfort fades. It is extremely satisfying to see the "ah-ha!" moment or the light bulb turn on when students reach an understanding.
As an example of some questions I've asked at different levels of Bloom's Taxonomy, below is a lesson plan on the Rings of Responsibilities.
After the girls wrote their science quizzes I noticed while marking that I needed to review 3D shapes and how to count the edges, faces, and vertices a little more. The average score was still 14.7/18, about 80%, so it told me they had a good grasp of the material overall. I feel like the quiz was at an appropriate level of difficulty. Here are some examples of completed and marked quizzes.