Reflections:
2. An assessment resource that I
was introduced to in my Language course is using a Google Doc form to peer
evaluate after a professional learning conversation. The Growing Success policy that this best addresses is Assessment As Learning, because every one involved
in the professional discussion is inclined to think about the strategies that
were demonstrated during that time; equipping them for their own chance to lead
a similar discussion. It is thus a form of metacognitive practice. The Google
Doc takes you through questions in the form of rating scales, such as “The
facilitator listened attentively to others. 1 2 3 4” With 1 being disagree, and 4 being strongly agree. Here is the direct link:
https://docs.google.com/forms/d/e/1FAIpQLSdXtjLzXKw38yAf7Bi_eshc32xGMDM2JpDz4U1HZ61qkFTAqw/viewform.
This is an assessment type I will definitely consider using in my own classroom
one day, to fulfill the Growing Success
policy.
3. The one professional learning
goal that I would choose to emphasize during a job interview is ensuring that I
am culturally sensitive and responsive to ELL students. Since I will be
teaching FSL in my first placement, being culturally aware will be necessary
when I incorporate aspects of another language in the classroom. I already feel
as though I am aware of language differences because I enjoy studying them (as
well as teaching them) so much. Infusing inclusivity and equality among diverse
learners is something extremely important to me. I hope to make each of my
students, especially those who are at a disadvantage of having a native
language other than English, included in every thing they participate in. This
will, in turn, make them feel valued.
Blog Post 2
The Growing Success document has significantly impacted my beliefs surrounding assessment; a component of education that seeps into various other aspects including instructional strategies, modifying the curriculum, and accommodating students.
It
has mainly provided insight into assessment AS, assessment FOR, and
assessment OF learning. This was something I had initially struggled
with understanding upon entering the consecutive teacher education
program. There are so many different ways to assess students: rubrics,
anecdotal records, checklists, and much much more. It was identifying
the method with the correctly-aligned assessment that proved to be
difficult; but after immersing myself into this document, I now have a
better understanding of them all.
What
excites me most is being able to create our own assessment tools - so
long as they match with an assessment type. We can take away the fear of
students receiving marks - we can make the process more fun. During our instructional planning assignment, we had the opportunity to do just that.
I
have learned that involving students in the evaluation and assessment
process gives them the best possible chance for success. The document
emphasizes the need to develop students' self-assessment, goal setting,
and planning skills - all which will inevitably prepare them for the
future ahead.
Blog Post 1:
Hello teacher friends!
It
is hard to believe we are already about half way through the semester
in the pre-service Teacher Education program at Brock University. Now,
we are just beginning a new course called Assessment and Evaluation.
Today I will be touching upon a topic that is heavily integrated into
instructional patterns and the curriculum. This would be assessment. I
will outline my past beliefs on assessment in elementary classrooms as a
reflection of my own assessment experiences when I was a student. Next,
I will express what I have learned as my knowledge on this topic
continues to grow.
As
an elementary student, I remember a large sum of the evaluation process
was solely based on standardized tests and quizzes. I soon found myself
in a vicious cycle of self-competition. Of course my parents wanted me
to do well in school, but they never held extremely unrealistic
expectations. All they asked of me was to put my best effort forward in
every thing I did. However, when it came time to receiving a project or a
test back.. it seemed that I always felt inadequate in my performances.
After a quick glance at my grade, quietly, I would fold the paper and
tuck it into my notebook, repeating the words "You can do better next
time!" over, and over again in my head. Classmates would pry about what
grade I received, and although it was always above average, I did not
have the desire or care to share my grade. Nor did I ask others for
theirs. I remember my mom told me that she found out during
parent-teacher interview night that this behaviour had bothered my
fourth grade teacher; she wanted me to exude pride in my
accomplishments. But I was proud. I just did not feel the need to
express it, to contribute to competition in an arena that should foster
respect for all levels of achievement and all learning
styles. I believe this is why I tended to shy away from sports as a
child - I knew that my competitive nature (with myself) would resurface.
It became increasingly difficult to be so hard on myself in such a
contradicting manner: proud of my effort, but discontent with my letter
grade. No student should ever measure their worth or intelligence based
on a number or letter. What an awful feeling!
It was not until I reached post-secondary when final tasks included more performance-based criteria in my discipline of study (linguistics and languages); perhaps a chunk of the final grade done in the form of oral communication, as opposed to application of knowledge through pen to paper. I strongly feel that standard assessments are often not a true representation of a student's abilities. This is mainly due to the fact that they tend to isolate a single area of ability: speaking, writing, or thinking/creating. Rarely did assessments include a combination of the three (or more), or at least - the option of choosing one among them. I believe assessments should include more of a personal aspect; one where the child's abilities would truly shine through. Even when final assessments did not subscribe to the assumed standardized tests, I felt plagued by the idea that most of my comprehension and enduring understanding regarding the content would be critiqued in a one-dimensional method. Presentations were my weaker area, and so I often felt disadvantaged because I knew they would not be an accurate depiction of my "take-aways" from that area of study.
What I have come to recognize is that differentiated assessment methods will contribute to minimizing the gap between a child feeling inadequate and positive performance. Whether we'd like to admit it or not, assessment is something that is required in the field of education; may it be in the form of feedback or evaluative. Fortunately, many teachers have already began implementing various assessment methods since most are striving towards a constructivist point of view as we shift from traditional methods. We must ask ourselves, are we incorporating opportunities for: Assessment of Learning, Assessment for Learning, AND Assessment as Learning? Maintaining a variety of assessments across an area of study is vital if we want to meaningfully get to know our students and have them be receptive and improve within those assessments. Perhaps a child will respond better to written feedback; they will recognize the opportunity for growth. Others may value letter grades to boost their self-esteem and confidence if they are already excelling in that particular subject area. But we must reduce the need to have the same expectations for all students, as some forms of assessments will not be a direct reflection of their intelligence and capabilities.
The most significant thing I have learned since my own troubled experiences with assessment is that individualized assessments are possible for all students. It is not necessary to provide a letter grade for every one. Allowing the struggling students to dig deeper for more understanding while we provide purposeful feedback (as opposed to a low letter grade) will in turn prevent them from feeling weak in comparison to their peers who may have already reached total understanding. As a future educator I know it is my responsibility to help each of my students feel empowered by recognizing their opportunities for growth and amelioration.
It was not until I reached post-secondary when final tasks included more performance-based criteria in my discipline of study (linguistics and languages); perhaps a chunk of the final grade done in the form of oral communication, as opposed to application of knowledge through pen to paper. I strongly feel that standard assessments are often not a true representation of a student's abilities. This is mainly due to the fact that they tend to isolate a single area of ability: speaking, writing, or thinking/creating. Rarely did assessments include a combination of the three (or more), or at least - the option of choosing one among them. I believe assessments should include more of a personal aspect; one where the child's abilities would truly shine through. Even when final assessments did not subscribe to the assumed standardized tests, I felt plagued by the idea that most of my comprehension and enduring understanding regarding the content would be critiqued in a one-dimensional method. Presentations were my weaker area, and so I often felt disadvantaged because I knew they would not be an accurate depiction of my "take-aways" from that area of study.
What I have come to recognize is that differentiated assessment methods will contribute to minimizing the gap between a child feeling inadequate and positive performance. Whether we'd like to admit it or not, assessment is something that is required in the field of education; may it be in the form of feedback or evaluative. Fortunately, many teachers have already began implementing various assessment methods since most are striving towards a constructivist point of view as we shift from traditional methods. We must ask ourselves, are we incorporating opportunities for: Assessment of Learning, Assessment for Learning, AND Assessment as Learning? Maintaining a variety of assessments across an area of study is vital if we want to meaningfully get to know our students and have them be receptive and improve within those assessments. Perhaps a child will respond better to written feedback; they will recognize the opportunity for growth. Others may value letter grades to boost their self-esteem and confidence if they are already excelling in that particular subject area. But we must reduce the need to have the same expectations for all students, as some forms of assessments will not be a direct reflection of their intelligence and capabilities.
The most significant thing I have learned since my own troubled experiences with assessment is that individualized assessments are possible for all students. It is not necessary to provide a letter grade for every one. Allowing the struggling students to dig deeper for more understanding while we provide purposeful feedback (as opposed to a low letter grade) will in turn prevent them from feeling weak in comparison to their peers who may have already reached total understanding. As a future educator I know it is my responsibility to help each of my students feel empowered by recognizing their opportunities for growth and amelioration.
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