⭐⭐⭐⭐⭐ Reflective Assessments

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Reflective Assessments



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Understanding Reflective Practice

This book offers you an "assessment tool kit" to choose from as you create a classroom that is continually more responsive to the needs of your diverse learners. These assessments will provide you and your students "evidence" of their learning and help them on their journey to greater achievement in school. This new way of delivering intervention to struggling students encompasses a three-tiered model. Tier 1 interventions include monitoring at-risk students within the general education classroom, ensuring that each student has access to a high-quality education that is matched to his or her needs. RTI focuses on improving academic achievement by using scientifically based instructional practices.

According to the National Association of State Directors of Special Education , Tier 1 strategies encompass "alternative assessment which utilizes quality interventions matched to student needs, coupled with formative evaluation to obtain data over time to make critical educational decisions. The evidence-based formative assessments provided in this book are excellent methods for classroom teachers to measure the progress of their Tier 1 students. Educator and author Judith Dodge provides a variety of techniques for incorporating formative assessments into classroom practice and describes how this can assist in differentiating instruction.

Create a List. List Name Save. Rename this List. Rename this list. List Name Delete from selected List. Save to. Save to:. Save Create a List. Create a list. Save Back. Grades 3—5 , 6—8. Using a Variety of Formative Assessments The National Forum on Assessment suggests that assessment systems include opportunities for both individual and group work. Types of Assessment Strategies I have chosen a variety of quick ways for you to check for understanding and gather "evidence" of learning in your classroom. These require that students use content-specific language. Lists, Charts, and Graphic Organizers Students will organize information, make connections, and note relationships through the use of various graphic organizers.

Visual Representations of Information Students will use both words and pictures to make connections and increase memory, facilitating retrieval of information later on. This "dual coding" helps teachers address classroom diversity, preferences in learning style, and different ways of "knowing. How to Use the Assessments in This Book The quick formative assessments found within this book are designed for easy implementation in any classroom.

Introduction: A description of the strategy and the relevant research behind it. I will explain how the strategy supports differentiated instruction. Step-by-Step Instructions: Steps for introducing and modeling the strategy for students Applications: Suggestions regarding what you can assess with the strategy In addition, for many strategies you'll find: Tips for Tiering: Any ideas specific to the strategy for supporting struggling learners and challenging advanced learners TechConnect: Ideas for integrating technology with the formative assessment E xit C ards One of the easiest formative assessments is the Exit Card.

Keeping Track of the Data When you use formative assessments, you must keep track of the data that you collect. Gathering Multiple Sources of Evidence In differentiated classrooms everywhere, a resounding mantra is "Fair is not equal; fair is getting what you need. View not found. Download the PDF from here. Related Subjects. Assessment Differentiated Instruction.

When completing your initial and follow-up skills forms, think about things like:. Regardless of what you're studying or where you are placed, you will almost certainly have exposure to IT. This can range from using standard software packages to working with sophisticated workplace automation systems. Use your placement to apply your existing skills and to develop new ones. Depending on your initial skills level, think about things such as:. It is important that you take the time to understand the organisation you are working in, to show that you are genuinely interested in it, to respect the expected standards of professional behaviour and to receive a positive evaluation at the end of your placement.

To develop organisational effectiveness skills, you should:. These have been identified by the Engineers Ireland as the key professional skills required by graduate employers in this particular sector. During your placement, you will have the opportunity to apply the technical knowledge you have acquired during your studies. Having reflected on the above definitions and before you go on placement, consider your current skill level and self-assess using the rating provided on the Pre-Placement assessment form. For each skill, rate yourself on a scale of 1 to 4 and enter it in the appropriate column. At the end of your placement, you are required to complete a Post Coop Assessment Form.

This time you have the benefit of hindsight and professional experience. Ask yourself:. If you feel you have improved on any skill during your placement, describe how in the evidence column of the Post Coop Assessment Form. By comparing the pre- and post-Coop skills assessment forms, you can track your progress and reflect on the role of your placement in developing your skills profile. A detailed instructions on how to access and complete the Pre and Post Assessment Form are available here. MENU open close. Reflective Assessment Learning During Coop Coop is a unique opportunity to get valuable experience of the working world.

Shermis, M. Classroom assessment in action. Posted in T1 — Informed by standards-based assessment. The article cites three studies done by doctoral students at Seattle Pacific University that demonstrated statistically significant differences on achievement tests between groups of students who practiced reflective assessment and those who did not. It appears that when students reflect on their work, they may perform better in the classroom. These reflective assessment strategies particularly interested me because it seems that students are very rarely asked to reflect on what they have done or learned.

I know when I was in school, it happened very rarely—but I remember that when it did happen, it made a big impression on me and helped me to engage more fully with the lesson. The final two strategies especially intrigued me. Teaching something is a great way to cement it into your own brain, and can help the student identify areas in which they themselves need further clarification. Being a very visual learner myself, I can understand how this reflective strategy could help a student articulate their learning more easily than in a written assessment. This strategy is great because it takes into account a different learning style that is often overlooked in the classroom.

References: Ellis, A. Reflective Self-Assessment and Student Achievement.

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