Response To Discussion 5 Cm

Response to discussion at least 100 word per person
Angela
Growing up testing consisted of scantrons and paper and pencil. As I reached high school in the 1990’s performance assessments were popular. My parents constantly bought supplies for projects. When times were hard , it’s amazing what you can do with empty shoe boxes.In school we did reports, dissections, planting, research papers, and presentations. Performance assessments allowed you the opportunity to be creative and  build social skills.It also allowed the student to be able to make real life connections. It definitely took you out of your comfort zone.  Times have really changed. In today’s school’s assessments are technology based. Teachers and district personnel are able to monitor, evaluate, and score quickly and accurately. In my opinion, assessing students work must be well thought out and catered to the needs of your students. The teacher must determined which assessment will produce the desired learning outcome. You must know your students in order to determine what’s best for them. You must be fair and not biased. The most important thing is making sure your students is getting what he or she needs. I feel Francine should bridge the two together and equally scored. I love that she supports her students. She gives them an opportunity to do their performance at school or at home. A lot of our students don’t have parental involvement or means. I’m grateful for my family upbringing. No matter what assessment was given, my parents made sure we studied and was prepared. Growing up my dad had a garden. He was the only one with a green thumb! He worked endlessly and made sure he sowed on good ground. He not only planted in the natural, but also in the spiritual. Every day we are performing assessments in our every day lives. Continue to plant seeds within your family and your students and watch them grow!
Kaidera
If I were Francine, I would reduce the weight of the performance test to 60 percent. Francine is a relatively new teacher, and this assignment is new for her and her students, errors will be made.
1. Francine is basing her students’ success on their prior knowledge of hosting a scientific experiment. It’s not clear whether Francine covered this topic with her students or if she relied on their prior knowledge. Either way, if they have not mastered this skill, they will not have an opportunity to redeem themselves and fail the entire course.
2. The post points out the variations amongst the testing variables for her students’ experiments. These variations will create scoring complications. Performance tests are already very complicated to grade due to various potential scoring errors like teachers’ personal bias, procedural flaws, rubric errors, etc. Scoring will be difficult for Francine without specific rules and a clearly defined rubric incorporating the various experimental variables.
3. Popham describes performance testing as seductive because most teachers would prefer that form of testing because of its accurate depiction of student mastery. He warns them to consider the time demand of performance testing. Francine may experience “grading burnout,” trying to grade each student’s assignment accurately.
4. Francine never stated if she would monitor their assignments over the two months. If students start incorrectly and aren’t corrected early on, they risk failing the course due to a lack of understanding of the assignment. I would incorporate some form of project monitoring to ensure that my students are on task and producing accurate work.
Orien
If I were Francine, I would agree with more of her experienced colleagues, and my decision would be to not rely on one single performance test. I feel that it would be too difficult for me to generalize all of the skills and knowledge that my students have. Just as on page 208 in the text, it says that if I were to use a single performance test, and a student does well on it, does that really mean that the student truly mastered what I was trying to teach? What if a student did not do well on the single performance test? Does that mean that they lack all knowledge and skill on what I have been trying to teach? A student can have general knowledge, but the student has to be able to understand fully of what is being asked before responding to a question on a test, especially a performance based assessment.
Francine has to consider many factors when evaluating a single performance test. Factors include generalizability, authenticity, multiple foci, teachability, fairness, feasibility, and scorability (Popham, 2020, p.209). Francine should find out which of these factors are relevant so that she will have an easier task of making valid inferences about her students. Because every student is different, Romans 12:4 reminds us that “…each of us has one body with many members, and these members do not all have the same function..” (Holy Bible, NIV). This means that Francine, as well as other educators, should devote great care and paying close attention to the selection of the tasks in a single performance test so that educators like Francine can easily measure their students’ abilities.

Erickia
We have been working on assessments, and I know that when it comes to nonfiction or informational text sometimes it is a little harder for students. It is like reading a newspaper, it is not always interesting to students, but it is highly informative. It is easier when they work together or do a think-share assignment before I give them a test. Where they can talk out the issues and the problems they may be having with a particular unit. This helps when giving an assessment even though it is not always valid because some students just do not test well. They have the knowledge, but they are just not able to put it in words. Francine Floden like so many educators recognizes that the testing we did in the past will not give us our desired outcome.
Although she has gotten advice from her coworkers about the valve ability of her tests horse assessments. She should take what they said to review her assessments and make the desired corrections. Rebuke or constructive criticism is not always a terrible thing, we strive to learn every day just like our students.