Presentation/Assignment

1. Identify at least two learning standards to be addressed.
2. Identify at least 4learning targets (Knowledge or Reasoning Targets, as explained in Chapter 3) to be assessed.
3. Restate the targets in developmentally appropriate terms for the age group you are working with.
4. Develop 3 – 6selected-evaluation items for each learning target.
5. Create an assessment describing how will you continually evaluate students to understand progression toward mastery or near mastery based on the lesson plan and learning goals.
6. Create a rubric for assessment.
7. Discuss the method in which you will evaluate students as they (Where will they be? How will the data be collected? etc) and how you will keep ongoing records.
8. Discuss how you will communicate outcomes with students and families

 

 

 

Check out this NY Times articleLinks to an external site. about school districts changing their grading policies and parents who are protesting. Thanks to Chris Lanza

Reference: Tyre, P. (2010, November 27). A’s for good behavior. New York Times. Retrieved from http://www.nytimes.com/2010/11/28/weekinreview/28tyre.html?pagewanted=all

Reeves, D. [Paul Bogush] (2010, November 2). Toxic grading practices [Video File]. Retrieved from https://youtu.be/jduiAnm-O3w

This is a handoutLinks to an external site. with O’Connor’s practices that distort achievement and how to fix them!

Reference: O’Connor, K. (2010). A repair kit for grading: Fifteen fixes for broken grades (2nd ed.). Saddle River, NJ: Pearson, 13.

This is an opinion piece that will get you thinking about portfolios as a performance-type assessment.

Reference: Hodges, B. (2019, February 11). Portfolios boost assessment relevancy for truly transformative learning. Education Dive. Retrieved from https://www.educationdive.com/news/portfolios-boost-assessment-relevancy-for-truly-transformative-learning/548118/

This is an articleLinks to an external site. by middle-school guru, Rick Wormeli about how to let students complete their work successfully.  You can also watch his two videos on the topic in the following pages.

Reference: Wormeli, R. (2011, November). Redos and retakes done right. Educational Leadership, 69(3), 22-26.

 

 

 

 

 

 

 

 

Portfolios, Grading Practices and Record-keeping

 

Student’s name

Institution affiliation

Date

 

 

 

 

 

 

 

Learning Targets

Looking at the students in this case, considering the fact that they are students aged between 3-6 the choice of their learning targets should be something that is not complicated and at the same time it should be interesting and engaging. It is therefore for this reason that I think that the best learning targets in this case would be;

1. Recognize and produce the letters of the alphabet: The student will be able to identify the letters of the alphabet and produce them on demand.
2. Count to 100: The student will be able to count to 100 independently.
3. Recognize and name basic shapes: The student will be able to identify and name basic shapes, such as circles, squares, and triangles.
4. Identify colors: The student will be able to identify colors by name.

Restating the Targets

1. Recognize and produce the letters of the alphabet:The student will be assessed on their ability to recognize the letters of the alphabet and produce them on demand. This can be done through a variety of methods, such as flash cards, worksheets, or verbal prompts. The student will be considered to have met the learning target if they are able to correctly identify and produce the letters of the alphabet on demand.
2. Count to 100: The student will be assessed on their ability to count to 100 independently. This can be done through a variety of methods, such as flash cards, worksheets, or verbal prompts. The student will be considered to have met the learning target if they are able to correctly count to 100 independently.
3. Recognize and name basic shapes:The student will be assessed on their ability to identify and name basic shapes. This can be done through a variety of methods, such as flash cards, worksheets, or verbal prompts (Baek & Nam, 2018). The student will be considered to have met the learning target if they are able to correctly identify and name basic shapes.
4. Identify colors:The student will be assessed on their ability to identify colors by name. This can be done through a variety of methods, such as flash cards, worksheets, or verbal prompts. The student will be considered to have met the learning target if they are able to correctly identify colors by name.

One way to assess the students would be to use a checklist for each criterion. For example, for the first criterion, the teacher could go through the alphabet with the student, asking them to identify each letter and then produce it on demand. The teacher could then check off each letter that the student correctly identifies and produces. If the student is able to correctly identify and produce all 26 letters of the alphabet, then they would be considered to have met the learning target.

For the second criterion, the teacher could ask the student to count to 100 independently. The teacher could then check off each number that the student correctly counts. If the student is able to correctly count to 100, then they would be considered to have met the learning target.

For the third criterion, the teacher could ask the student to identify and name basic shapes. The teacher could then check off each shape that the student correctly identifies and names. If the student is able to correctly identify and name all of the basic shapes, then they would be considered to have met the learning target.

For the fourth criterion, the teacher could ask the student to identify colors by name. The teacher could then check off each color that the student correctly identifies. If the student is able to correctly identify all of the colors, then they would be considered to have met the learning target.

Selected-evaluation items

1. Recognize and produce the letters of the alphabet:
2. The teacher will say a letter of the alphabet and the student will identify it and then produce it on demand.
3. The teacher will show the student a letter of the alphabet and the student will identify it and then produce it on demand.
4. The teacher will give the student a list of letters of the alphabet and the student will identify them and then produce them on demand.
5. Count to 100:
6. The student will count to 100 independently.
7. The teacher will give the student a list of numbers to count to 100 and the student will identify them and then count to 100.
8. The teacher will give the student a list of numbers to count to 100 and the student will identify them and then count them out loud.
9. Recognize and name basic shapes:
10. The teacher will show the student a shape and the student will identify it and then name it.
11. The teacher will give the student a list of shapes to identify and name.
12. The student will identify and name shapes in their environment.
13. Identify colors:
14. The teacher will show the student a color and the student will identify it by name.
15. The teacher will give the student a list of colors to identify by name.
16. The student will identify colors in their environment by name.

Assessment

The teacher will continually evaluate students to understand progression toward mastery or near mastery based on the lesson plan and learning goals. The teacher will do this by observing the students during the lesson, asking them questions, and giving them feedback. The teacher will also keep track of the students’ progress by keeping a record of their scores on the assessment items.

The teacher will use the data from the assessments to determine whether or not the students are progressing towards mastery or near mastery of the learning targets. If the students are not making adequate progress, the teacher will adjust the lesson plan accordingly (Mokibelo, 2018). The teacher may need to provide more support to the students or change the activities in the lesson plan to better meet the needs of the students.

Rubric

The teacher will use the following rubric to assess the students:

0 = The student did not meet the learning target.

1 = The student met the learning target but with some errors.

2 = The student met the learning target with no errors.

If the student did not meet the learning target, the teacher will give them a score of 0.  If the student met the learning target but with some errors, the teacher will give them a score of 1. If the student met the learning target with no errors, the teacher will give them a score of 2.

Students Evaluation Method

The teacher will observe the students during the lesson and take note of their behavior and performance. The teacher will also ask the students questions and give them feedback. The teacher will keep track of the students’ progress by keeping a record of their scores on the assessment items (Baek & Nam, 2018). The teacher will keep ongoing records of the students’ progress by keeping a record of their scores on the assessment items. This will help the teacher to track the students’ progress and determine whether or not they are making adequate progress.

Outcome Communication to Students and Family

The teacher will communicate outcomes with students and families by sending home a report card at the end of each grading period. The report card will list the student’s grades for each subject, as well as their attendance and behavior. The teacher will communicate outcomes with students and families by sending home a report card at the end of each grading period. The report card will list the student’s grades for each subject, as well as their attendance and behavior. The report card will also include a comment from the teacher about the student’s progress. The teacher will also hold conferences with students and families at the end of each grading period to discuss the student’s progress. During the conference, the teacher will answer any questions that the student or family may have.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Baek, S. H., & Nam, I. S. (2018). A Study on the field application through the improvement of scoring system for HACCP evaluation items of cattle farm. Korean Journal of Organic Agriculture, 26(4), 759-774.https://www.koreascience.or.kr/article/JAKO201809355934463.page

Mokibelo, E. (2018). Using portfolio assessment at lower secondary education in Setswana language lessons. Journal of Language Teaching and Research, 9(5), 1059-1066.https://www.academypublication.com/issues2/jltr/vol09/05/21.pdf