Standard #9
Use multiple and authentic forms of assessment to analyze teaching and student
learning and to plan curriculum and instruction to meet the needs of individual students
In order to suffice standard #9, educators should continuously evaluate student progress on a day-to-day basis through formal and informal types of of assessment.
For example, a formal assessment would include concrete assignments, such as tests, quizzes, or essays/papers. On the other hand, informal assessment includes in class participation, and the types of behavior exhibited while in class. As a result, formal, and informal types of assessment should embody an equal implementation into the classroom. Thus, ELA unit plans should intricately weave "multiple and authentic forms of assessment" throughout daily lesson plans in order to suffice all individualized needs present. In addition to the specific assessment being used, students must receive timely feedback. In order for students to learn, and grow, enhancing their abilities to think critically about themselves, and the world around them, they first need something to work from. But, in order for effective assessment to even occur, educators must use something called backwards planning: Teaching with the end in sight. We must ask ourselves, "what do we want our students to gain, or acquire from this unit, or this specific lesson?" Also, "what is/are the objective(s), and standards that will represent an accomplished goal?" In order for a successful lesson plan, we must incorporate both long-term, and short-term learning objectives in order to track our progress, alongside the students progress. More specifically, learning objectives represent the various steps we, as educators, take in our own journey's of "planning instruction to meet the needs of individual students." During my lesson plan on how to write a process analysis essay, students were given ample time to receive feedback, and revise their "processes." At first, students responded quite vaguely, but the end results were extremely well organized, and detailed.
After assigning The Adventures of Huckleberry Finn to my eleventh grade students, I also assigned reading H.W. to accompany each chapter given. This type of assessment is attached below, and has allowed me to first, recognize who was reading, and second, measure student's comprehension, and analysis/ evaluation capabilities. Similarly, when attempting to implement formal assessment into my curriculum, I always used rubrics. I assigned a Where I Am From poem, a critical lens essay, a process analysis essay, a presentation, and the senior classes' final project, which consisted of a 3-page journal entry. For each of these written assignments, I used a rubric to efficiently grade students successes. Before I assigned the final due date with the written assignment, I handed out the rubrics; therefore, students could analyze, and interpret them first. I was able to give them an idea of where they needed to be in order to acquire an A, B, C, or etc. Rubrics also detail, and specify for students where they excelled, and where they still need additional focus. However, I did not use a rubric to grade reading H.W.'s, or class discussion/ participation, even though, I'm sure some educators might. But, when implemented appropriately, and effectively, they can provide both students, and teachers alike with an unbiased, concrete, explicit, well-defined, and impartial grading system.
Lastly, as educators, we must be sure that we are also creating "authentic" forms of assessment as well. If and when students can acknowledge that their finished products are "meaningful" and will be presented to a "real" audience, they are much more likely to achieve their highest learning, or performing potentials. Although I haven't done so while student teaching, I would love to create a Blog space for my students to present their work among professionals, and others interested. In addition, student work could be published on multiple "professional" and education-esque platforms, such as teacher tube, youTube, or even on Twitter, which I had done during my block education courses at SUNY Cortland. These publication sites, or locations allow students to become well acquainted with their already abundant, technological lifestyles.
The Adventures of Huckleberry Finn chapter 15 reading H.W.
Example of student H.W. assignment part I
Example of student H.W. assignment part II
Rubric for Process Analysis Essay
Process Analysis Lesson Plan
Example of student #1 Process Analysis Essay
Example of student #1 part II of Process Analysis Essay
For example, a formal assessment would include concrete assignments, such as tests, quizzes, or essays/papers. On the other hand, informal assessment includes in class participation, and the types of behavior exhibited while in class. As a result, formal, and informal types of assessment should embody an equal implementation into the classroom. Thus, ELA unit plans should intricately weave "multiple and authentic forms of assessment" throughout daily lesson plans in order to suffice all individualized needs present. In addition to the specific assessment being used, students must receive timely feedback. In order for students to learn, and grow, enhancing their abilities to think critically about themselves, and the world around them, they first need something to work from. But, in order for effective assessment to even occur, educators must use something called backwards planning: Teaching with the end in sight. We must ask ourselves, "what do we want our students to gain, or acquire from this unit, or this specific lesson?" Also, "what is/are the objective(s), and standards that will represent an accomplished goal?" In order for a successful lesson plan, we must incorporate both long-term, and short-term learning objectives in order to track our progress, alongside the students progress. More specifically, learning objectives represent the various steps we, as educators, take in our own journey's of "planning instruction to meet the needs of individual students." During my lesson plan on how to write a process analysis essay, students were given ample time to receive feedback, and revise their "processes." At first, students responded quite vaguely, but the end results were extremely well organized, and detailed.
After assigning The Adventures of Huckleberry Finn to my eleventh grade students, I also assigned reading H.W. to accompany each chapter given. This type of assessment is attached below, and has allowed me to first, recognize who was reading, and second, measure student's comprehension, and analysis/ evaluation capabilities. Similarly, when attempting to implement formal assessment into my curriculum, I always used rubrics. I assigned a Where I Am From poem, a critical lens essay, a process analysis essay, a presentation, and the senior classes' final project, which consisted of a 3-page journal entry. For each of these written assignments, I used a rubric to efficiently grade students successes. Before I assigned the final due date with the written assignment, I handed out the rubrics; therefore, students could analyze, and interpret them first. I was able to give them an idea of where they needed to be in order to acquire an A, B, C, or etc. Rubrics also detail, and specify for students where they excelled, and where they still need additional focus. However, I did not use a rubric to grade reading H.W.'s, or class discussion/ participation, even though, I'm sure some educators might. But, when implemented appropriately, and effectively, they can provide both students, and teachers alike with an unbiased, concrete, explicit, well-defined, and impartial grading system.
Lastly, as educators, we must be sure that we are also creating "authentic" forms of assessment as well. If and when students can acknowledge that their finished products are "meaningful" and will be presented to a "real" audience, they are much more likely to achieve their highest learning, or performing potentials. Although I haven't done so while student teaching, I would love to create a Blog space for my students to present their work among professionals, and others interested. In addition, student work could be published on multiple "professional" and education-esque platforms, such as teacher tube, youTube, or even on Twitter, which I had done during my block education courses at SUNY Cortland. These publication sites, or locations allow students to become well acquainted with their already abundant, technological lifestyles.
The Adventures of Huckleberry Finn chapter 15 reading H.W.
Example of student H.W. assignment part I
Example of student H.W. assignment part II
Rubric for Process Analysis Essay
Process Analysis Lesson Plan
Example of student #1 Process Analysis Essay
Example of student #1 part II of Process Analysis Essay