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• How do you assess student learning in your classroom? What might you do differently to prepare student for the next generation of assessments based on the readings, activities and resources explored?
Currently I use Jumpro.pe, a mastery based grading program which allows me to look at the most recent work and to assign assessments to particular standards. The assessments I include are major projects that highlight certain standards. Formative assessment includes my ticket out the door and journal entries on standards related topics. At our school, this is our second year of incorporating the Common Core State State Standards. Students are subjected to a pre and post test schedule to indicate growth from the inception of the content. Teachers are asked to submit detailed data that follows the six-step data teams process pioneered by Douglas Reeves. These pre-tests and post-test are supposed to be formative in nature.
https://docs.google.com/document/d/1COlHSQ7R8Suj5wDMqTR9zuz4d-oT6K9-0S9VYh3Enak/edit
It is key to remember that there are many formative assessments or worksheets that fill the pagges between the unit overview and the Embedded Assessment. Throughout the process of unwrapping the unit prior to the embedded assessment, students are constantly reminded of their goal. Self-assessment is part of the process as well as peer review. I believe the writers of SpringBoard, a product of the College Board, have this is in mind as they develop units for this consumable text. Further, collaboration is part and parcel of the process of learning in several assessments between unwrapping the unit and the final result. Feed back from students and peers is part and parcel of the process of leading the students through each unit so that they might understand what the end product looks like.
At our school, we are in the process of trying to improve our school's outcomes by the Data Teams Process in which we provide formative assessments frequently in pre and post test cycles. The danger here is that the data becomes more important than the feedback students should be receiving. Not enough feedback is given since students are not viewing the assessments in a timely manner. The records do show that students are improving overall. However, I am not sure teachers fully understand that formative assessment is not a type of assessment. CITE Rather, it is a process in which scaffolding and feedback are embedded.
If I were to do anything differently, I would try to find ways to guide students incorporation of new knowledge during the learning process by developing better questioning skills. I will seek their feed back in new and innovative ways, such as Twitter and other programs that invite feedback online. Further, I will do my best to implement the suggestions of students whenever possible.
Currently I use Jumpro.pe, a mastery based grading program which allows me to look at the most recent work and to assign assessments to particular standards. The assessments I include are major projects that highlight certain standards. Formative assessment includes my ticket out the door and journal entries on standards related topics. At our school, this is our second year of incorporating the Common Core State State Standards. Students are subjected to a pre and post test schedule to indicate growth from the inception of the content. Teachers are asked to submit detailed data that follows the six-step data teams process pioneered by Douglas Reeves. These pre-tests and post-test are supposed to be formative in nature.
In our current text, SpringBoard by the College Board, we have just begun the first unit. The process for every unit seems to follow the pattern established by an the article in education week. I have created a Powerpoint on the unwrapping phase here:
It is key to remember that there are many formative assessments or worksheets that fill the pagges between the unit overview and the Embedded Assessment. Throughout the process of unwrapping the unit prior to the embedded assessment, students are constantly reminded of their goal. Self-assessment is part of the process as well as peer review. I believe the writers of SpringBoard, a product of the College Board, have this is in mind as they develop units for this consumable text. Further, collaboration is part and parcel of the process of learning in several assessments between unwrapping the unit and the final result. Feed back from students and peers is part and parcel of the process of leading the students through each unit so that they might understand what the end product looks like.
If I were to do anything differently, I would try to find ways to guide students incorporation of new knowledge during the learning process by developing better questioning skills. I will seek their feed back in new and innovative ways, such as Twitter and other programs that invite feedback online. Further, I will do my best to implement the suggestions of students whenever possible.
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